The MY Rubrics: supporting the new report card

St  James-­‐Assiniboia  Dec.  9  &  10,  2014  

Faye  Brownlie  

Questions to consider in reporting out

•  How  much  is  each  category  weighted?  •  What  does  exemplary  performance  look  like  for  this  grade?  

•  How  much  pracJce  have  the  students  had  before  I  collect  a  mark?  

•  Can  students  describe  and  idenJfy  level  4  performance?  

•  What’s  working?  

•  What’s  a  challenge?  

Purpose! •  FormaJve  assessment:    provide  feedback  to  the  student  to  enhance  performance/achievement  

•  SummaJve  assessment:    report  to  others  a  student’s  achievement    

Timing •  FormaJve  assessment:    day  by  day  and  minute  by  minute;  someJmes  as  a  grand  event  to  guide  instrucJon  

•  SummaJve  assessment:    at  the  end  of  a  unit,  a  theme,  a  chunk  of  Jme  

Form •  FormaJve  assessment:    descripJve  feedback  – What’s  working?  

– What’s  not?  – What’s  next?  

•  SummaJve  assessment:    leRer  grades,  percentages,  numbers  

How can the rubrics support formative assessment (AFL)?

“Students  taught  by  teachers  who  used  assessment  for  learning  achieved  in  six  or  seven  months  what  would  otherwise  have  taken  a  year.”    

-­‐Black  &  Wiliam  (1998).    “Feedback  [is]  in  the  top  ten  influences  on  achievement.  Where  is  the  student  going?  How  is  the  student  going?  Where  to  next?”  

-­‐Ha3e  (2012).  

1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sJll  for  them.”    -­‐  SJggins  -­‐  

2. Criteria

 Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks  like.  

3. Questions  Increase  quality  quesJons  to        show  evidence  of  learning  Whose  quesJons?    Who  answers?  

4.  Descrip<ve  Feedback  Timely,  relevant,  personal,    descripJve  feedback  contributes  most    powerfully  to  student  learning!  

5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment

6. Ownership Have  students  understand  their    learning  and    Communicate  It  with  others

Whole Class Novel

How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.

Students need: •  to ‘be’ a character •  support in ‘becoming’ that character

•  to use specific detail and precise vocabulary to support their interpretation

•  choice •  practice •  to develop models of ‘what works’ •  a chance to revise their work

The Plan •  Review scene from novel •  Review criteria for powerful journey response

•  Brainstorm who you could be in this scene

•  4 minute write, using ‘I’ •  Writers’ mumble •  Stand if you can share… •  What can you change/add/revise? •  Share your writing with a partner