Things We Think About What is it that we want to assess? –What are the benchmarks and standards for my grade level? What a tools are we required to use by our district and school policies? –What information do these provide for us? –What else do we need? How do I make our goals visible in my classroom?

What Do We Want to Assess? Reading Writing Discussion

Reading: Knowledge and Application Fluency Strategy Use Comprehension Interpretation and critical thinking Vocabulary (Recognition and Production)

Writing Ideas Organization Voice Conventions [note: corresponds to the 6-traits writing program]

Discussion Sustains coherent conversation related to texts read –Makes intra- and inter-textual connections –Shares relevant ideas –Stays on topic Works toward building shared understandings through argument and synthesis –Asks questions effectively –Draws on evidence from text and background knowledge appropriately Supportive of peers’ participation –Listens wells –Asks effective questions

Based on national, state, and district standards and benchmarks Format follows Au et al. from KEEP assessment program Students select evidence have having met specific standards for “evidence portfolio” Students lead parent conference using portfolio “I can” Statements

Students can engage in extended conversations with teachers and/or peers about subject matter in a way that builds an improved and shared understanding of ideas or topics. I can contribute to a good book club discussion. (a) I can stay on topic when I talk. (b) I can share my feelings and ideas. (c) I can respect others’ ideas and opinions. (d) I can build on others’ ideas. (e) I can bring others into the discussion. Students’ “I can” Statement Standards, Benchmarks and “I Can” Statements: Example for “DISCUSSION” Standard (from Michigan English Language Arts Framework, 2000)

Your Turn [with partners from your school or from your grade level -- you choose] Look at your district/state (or school) standards for language arts Choose 1 to talk about Discuss the “core” of what this standard means in terms of curricular goals and student behavior Translate to an I Can statement Share with the group (statement and rationale for the translation)

Time to Share Name the AREA (i.e., reading, writing, discussion) Read the original wording of the standard(s) Read your I Can

The Book Club Plus I Can’s from Reading, Writing, Discussion Evaluation, and Culture

I can retell a story in my own words. I can make meaning when I read a variety of texts. I can make connections between my own life and what I am reading. I can make connections within and between texts. I can figure out a theme from my reading.

I can write to communicate my ideas. I can use writing for different purposes and audiences. I can show “me” in my writing.

I can contribute to a good book club discussion. (a) I can stay on topic when I talk. (b) I can share my feelings and ideas. (c) I can respect others’ ideas and opinions. (d) I can build on others’ ideas. (e) I can bring others into the discussion.

I can show and/or tell what I learned and how I learned it.

I can use artifacts to describe: (a) my own cultural heritage, (b) others’ cultures, and (c) similarities and differences across cultures. I can define culture and how cultures change.

Bringing Kids into the Process Grade 3 Examples Grade 8 Example

Student Generated Rubrics for Discussion: Grade 3 (Ex.1)

Grade 3 Student Generated Rubrics: Ex. 2 A “4” means: –There would be discussion –Look at who is talking –Ask questions –Share your ideas –Stay on topic –Sitting at your seat –Stay with your group –Listesn –Use a smaller voice A “1” means –Ignoring the people in your group –Not paying attention –Throwing paper airplanes –Being nasty –Fooling around –Not staying on topic –Not sitting on your seat

“I Can” Statements: Grade 8 I can stay on topic. I can make intertextual connections. I can connect the book to my life. I can share my ideas about the book. I can ask questions that relate to the discussion I listen to the discussion. I can build on others’ ideas I can keep the discussion going. I can give proof for my ideas. 1 - needs work; 2 - OK; 3 - Good; 4 - Great Scoring

Moving from I Can Statements To Tools for Evaluation and Reporting Student Progress

Example for Discussion From I Can’s to Rubrics to Reporting

Book Club Rubric: Teacher Scoring Guide Group members Stays on topic Makes inter-textual connections Shares ideas related to topic Asks appropriate questions Listens to Discussion Builds on ideas Maintains Smooth Conversation Supports ideas with evidence Examples/Notes Group Rating Demonstrates comprehension

DISCUSSION: RURAL

DISCUSSION: SUBURBAN

DISCUSSION: URBAN

Examples for Writing From I Can’s to Rubrics and Tools to Identifying the Assessment System

Writing Rubric Development Primary Areas –Ideas –Organization –Voice –Conventions

IDEAS: Specific Criteria Number of ideas Depth of ideas Intertextual connections Details Description Coherenc Breadth of ideas Sentence Complexity Vocabulary More Close Not There We’re than weYet worried hoped

Writing Assessment System Student Self Evaluation Rubric Teacher’s Anecdotal Notes Parent – Report Card

Tools from Book Club Guide that Support Assessment Activities Tools for observing and recording Tools for students’ self-assessment Tools for reporting