Integrating Rubric in Teaching
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Transcript of Integrating Rubric in Teaching
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When the cook tastes the soup,
thats formative; when the
guests taste the soup, thatssummative.
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Integrating Rubric into
Teaching and Learning
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Educator vs.Student Views
Educator perspective:
Learning drives everything.
Student perspective:
Grading drives everything
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Soif you want learning to drive
everything
What do you want your students to
learn?
Earlier you identified learning
objectives for lesson
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How will you tell ifstudents have learned it?
List at least one way to assess
whether students have met your
learning objective.
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Assessment of Student
Learning
Deciding what wewant our studentsto learn
Making sure they
learn it!
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Learning targets
are clarified
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Learning targetsare clarified
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Putting Assessment Results to Good Use
Effec t ive use o f resu l ts s tarts
w i th carefu l p lann ing !
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Learning targetsare clarified
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Know What Youre Looking For
Why are we assessing?
What decisions will this assessment
help us make?Are our assessment tools clearly relatedto our learning goals?
Do we have clear targets for ourassessment results?
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Learning Objective
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What is a good learning goal?
Outcomeswhat students should be able toDO
Observableaction words
Clearno fuzzy terms
Align with curriculum
Ali i h h i l b
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Align with the curriculum by
referring to standards and
benchmarkStandards are statements of what
should be taught
Benchmark explains what students
must do to meet these standards
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Learning targets are clarified
There is no hope of studentsachieving targets if everyone in theclassroom (teacher and students) do
not have a clear understanding ofwhat students should know and beable to do
Curriculum must be unpacked tohelp teachers understand what theyare being asked to teach to students
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Learning targets are clarified
Teachers should plan assessments
before they plan instruction
Teachers can no longer rely on the
text book for the sequence and
pacing of lesson
Selecting text information and
planning the sequence of instruction
has become a giant task for teachers
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Learning targets
are clarified
Evidence is
gathered in
a variety ways
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Evidence is
gathered in
a variety ways
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Gathering Assessment Evidence
By using multiple evidence, teachers
can be sure they have ample
evidence to accurately assess student
performance
Constructed response is the direct,
systematic observation of actual
student performance according topre-established criteria
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Gathering Assessment Evidence
Questioning, teacher observations,
and student/teacher dialogues are
general methods that can be used to
assess student learning
Examples of simple product
assessments include short answer
sentences or paragraphs, graphs andtables
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Gathering Assessment Evidence
Examples of performance
assessments include oral
presentations, demonstrations,
debates, doing experiment
Examples of more complex product
assessments include journals, logs,
notebooks, portfolios and projects
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Rubric can
helps teachers develop more
complex relationships with their
students?
helps students answer the
questions "Am I getting it?" and
"How am I doing?"?
engages students directly in the
evaluation of their own work?
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Learning targets
are clarified
Inferences,
analysis of data,and interpretations
are made
Evidence is
gathered in
a variety ways
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Inferences,
analysis of data,and interpretations
are made
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Teacher is like a doctor
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What doctors do?
Do not use one treatment for all
patients
See patient individually, evaluate
temperature, blood pressure, and lab
work and then establish a personal
course of treatment
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What teachers do?
Avoid use only one piece of data to
determine what is student learning
Collect multiple source of data,
analyze the information, and then
adjust teaching to meet the specific
needs of the student
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Working with Data from Rubric
Rubricdata can diagnose what
teachers are teaching and prescribe
how teaching needs to be improved
Does my teaching method really help
students to gain specific skill?
Does my teaching method help
students to understand abstract
science concept?
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Rubric data help to configure
students group/ class
Which group/class needs more
guidance?
Which group/class needs more
homework?
Which group/class needs remedial or
reinforcement activity?
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Rubric data used to examine
strength and weakness of students
Help them to set goals for their own
learning
High ability or low ability?
Which skill/ content knowledge is
difficult them?
Should I decrease/increase the
difficulty of the learning objective?
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Working with Rubric Data
Data analysis process is an iterative
process that involves looking for
patterns, making inferences, testing
these inferences, and thenformulating conclusions
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Working with Assessment Data
Good conclusions about student
learning cannot be madeunless(i)
there is an understanding of the
purpose of the assessment (ii) theevidence collected is sound (iii) there
is sufficient evidence upon which to
base good decisions
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Instructional plans
and modifications
are carried out
Learning targets
are clarified
Inferences,
analysis of data,and interpretations
are made
Evidence is
gathered ina variety ways
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Instructional plans
and modificationsare carried out
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When Assessment Results Are Good
Celebrate!
Publicize!
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When Assessment Results Are Disappointing
Goals
Curriculum
PedagogyAssessments
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Look at your learning goals.
Do you have too many
goals?
Do your goals need to
be clarified?
Are your goals
inappropriate or overly
ambitious?
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Look at your curriculum.
Does the curriculum
adequately address eachlearning goal?
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Look at your assessments
Are they poorly written and
misinterpreted?
Do they match your key learninggoals?
Are they too difficult for most
students?
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Look at your teaching methods.
How do students
learn best?
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Linking Rubric and Instruction
Modified instruction plans help address any
achievement gaps uncovered in the data
analysis process
Instructional strategies must be alignedwith curricular learning targets and with
assessment methods
Differentiating instruction means simply
reacting responsively to students learning
needs
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Effective Assessment
Focuses on process, product, and person
Represents what was taughtand what we expect studentsto learn
Actively involves both teachers and studentsallowsstudents to demonstrate understanding
Uses multiple and varied measures
Provides information for improving learning
Easy to administer
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Instructional plans
and modifications
are carried out
Learning targets
are clarified
Inferences,
analysis of data,and interpretations
are made
Evidence is
gathered ina variety ways
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Learning targetsare clarified
This quadrant involves defining
learning targets clearly so that
students understand them
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Evidence is
gathered ina variety ways
This quadrant ask teachers to use
multiple and diverse assessments in order
to produce a fuller and clearer view ofhow well students met the learning
targets: that is, what students really know
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Inferences,
analysis of data,and interpretations
are made
In this quadrant teachers determine
what the assessment results mean:
what they say about how students
are learning and how that learning
might be improved
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Instructional plans
and modificationsare carried out
In this quadrant, new or modified
instructional plans are designed to
meet students need revealed bythe inference and interpretations
made in quadrant 3.