1. Formative Assessment Institute Presented by: Pam Lange Jennifer Nehl

2. Outcomes To reconnect with colleagues. To continue dialogue about clear learning targets. To develop an understanding of using strong and weak student work. To develop of understanding of how rubrics drive instruction.

3. Credit Options Sign-up participants Reminder: Sign in each In-service day Two PTSB Credits Two Graduate Credits – University of Wyoming

4. Textbooks

5. http://fai2.tie2.wikispaces.net/ Formative Assessment Wikispace

6. Ice Breaker

7. M & M Based on the color you selected, share.... RedOne thing you took back to your colleagues from October’s training. YellowHow you implemented Learning Targets. BlueThe best assessment you have administered in your classroom? OrangeOne way you build relationships with students. GreenThe best gift you have ever received? BrownHow you utilize rubrics.

8. The M & M “Survival” Kit RedEat at the first sign of frustration. Orange Eat to minimize depression. Green Eat to calm your fears. Yellow Eat when you feel a headache coming on. Blue Eat to reduce the screaming urge. Brown Eat ANYTIME! If all symptoms appear at the same time… Eat the WHOLE DARN BAG!

9. Relevance

11. Listen…and prepare to retell Traveler Safety Message #1 Retell this to your partner. Traveler Safety Message #2 Retell this to your partner. Which message was the easier one to remember and/or retell? Why do you think that is?

12. Mental duct tape— like mental Velcro but stronger! The Kidney Heist and other urban legends Successful is predictable. Stickines Stickiness

13. 21 st Century Skills

14. You want to invent new ideas, not new rules.

15. The Curse of Knowledge: Partner up! Tappers—you will tap out a song Listeners—you will try to guess the song

16. Results How many of you thought you did a great job of tapping out the song? How many of you correctly guessed the song? Perception 1 in 2 50% Reality 1 in 40 2.5%

17. Clarifying Content Priorities Big Ideas Important to Know Worth Being Familiar With Nice to know Foundational Concept Skills Big Picture

18. Unexpected Surprise—gets attention Interest—keeps attention Avoid gimmickry; create a GAP Gaps between what we know and what we want to know create curiosity. K-W-L Charts Open the gap by creating a mental itch. http://www.aef.com/exhibits/social_responsibility/ad_council/2434

20. Table Discussion What key components are needed to be in place in your classroom to make your content sticky? What conditions already exist for you? What can you change to make your content/lessons sticky?

21. Rubrics

22. What Makes a Good Rubric? Performance Criteria Qualities of a good rubric Assessment for and of learning Stiggens, Arter, Chappius,Chappius

23. Performance Criteria of a Good Rubric Defines quality for teachers Describes quality for students Judgments are more objective, consistent, and accurate Focus teaching Use of the rubric influences the design Track student learning (Formative Assessment!!!) (Page 200, Doing it Right, Doing it Well)

24. Qualities of a Good Rubric Available in student-friendly version Define various levels of success Aligns to standards Consistent language Contains descriptive detail Not negative at the ‘low’ end Include only those aspects of a performance or product that are most valued. (Page 201, Doing it Right, Doing it Well)

25. The purpose of your rubric shapes the design.

26. R4R ( Rubric for Rubrics)

27. Rubrics Samples

28. Looking at Sample Rubrics Look at R4R. Based on what we’ve discussed, review the sample rubrics. Determine which rubrics are effective and which are weak. You will have 20-30 minutes. (approximately 10 minutes per rubric) Be prepared to discuss your findings.

29. Looking at Sample Rubrics As a group, determine a rubric rating for each of the four traits listed on the R4R. Ready to Roll On its Way Not Ready As a group, agree upon an overall rating for the whole rubric. Ready to Roll On its Way Not Ready

30. Looking at Sample Rubrics What did you find? –Sample #1 –Sample #2 –Sample #3

31. Steps in Rubric Development (Using past student work) Step 1: Establish a knowledge base Step 2: Gather samples of student performance Step 3: Sort student work by level of quality Step 4: Cluster the reasons into traits Step 5: Identify sample performance that illustrate each level Step 6: Make it better!!

32. Steps in Rubric Development (Using past student work) 1.Look at your criteria from Social Studies assessments. 2.Review the qualities and criteria for good rubrics (200-201). 3.Identify the learning targets, qualities, standards, benchmarks, etc. that will be assessed. 4.Choose the learning targets, qualities, standards, benchmarks, etc. that will be assessed as your proficient. This column gives the assessor a standard to work from. 1.What would an advanced look like? 2.What would basic look like? 5.Maintain consistent vocabulary, terminology, and criteria throughout traits.

33. Steps in Rubric Development (Using past student work) You will have 25 minutes to develop your Rubric

34. Rubrics Without Student Work

35. What Makes a Good Rubric? Performance Criteria Qualities of a good rubric Assessment for and of learning Stiggens, Arter, Chappius,Chappius

36. Performance Criteria of a Good Rubric Defines quality for teachers Describes quality for students Judgments are more objective, consistent, and accurate Focus teaching Use of the rubric influences the design Track student learning (Formative Assessment!!!) (Page 200, Doing it Right, Doing it Well)

37. Qualities of a Good Rubric Available in student-friendly version Define various levels of success Aligns to standards Consistent language Contains descriptive detail Not negative at the ‘low’ end Include only those aspects of a performance or product that are most valued. (Page 201, Doing it Right, Doing it Well)

38. The purpose of your rubric shapes the design.

39. Steps in Rubric Development (Without past student work) 1.Look at your unit, project or lesson for rubric development. 2.Review the qualities and criteria for good rubrics (200-201). 3.Identify the learning targets, qualities, standards, benchmarks, etc. that will be assessed. 4.Choose the learning targets, qualities, standards, benchmarks, etc. that will be assessed as your proficient. This column gives the assessor a standard to work from. 1.What would an advanced look like? 2.What would basic look like? 5.Maintain consistent vocabulary, terminology, and criteria throughout traits.

40. Use a Learning Target If you don’t have a learning target, you can use a standard/ benchmark.

42. Wyoming Standards Grade 4 Fine and Performing Arts 4.2 AESTHETIC PERCEPTION - Students respond to, analyze, and make informed judgments about works in the arts. 4.2.2 Students recognize and describe the skills, techniques, processes, and technologies relevant to artistic works of music.

43. Proficient 4.2.2 Student recognizes and describes the skills, techniques, processes, and technologies relevant to artistic works of music.

44. Proficient How many traits or characteristics are we assessing? Four 4.2.2 Student recognizes and describes the skills, techniques, processes, and technologies relevant to artistic works of music.

45. Pizza Transition: Key SauceCheese CrustPepperoni Jalapenos Olives

46. Pizza Transition 1.Look at all 5 pizzas 2.Arrange pizzas in order of highest quality to lowest quality. 3.In your group, give your rationale for determining the pizza’s proficiency level. 4.Be prepared to share your justification whole- group.

47. Pizza Transition Remember to look at the BIG picture. If someone says, “I don’t like pepperoni” or “I’m a vegetarian,” s/he will score the pizza low. You will have these situations/discussions in the proficiency rubric development at which point the GROUP must determine what quality “looks like.” Remember to be unbiased and fair.

48. Steps in Rubric Development (Without past student work)

49. Steps in Rubric Development (Using past student work) You will have 25 minutes to develop your Rubric

50. Steps in Rubric Development (without past student work) Use a learning target you have written for your class.

51. Steps in Rubric Development (without past student work) ALWAYS review, edit and improve!!!

52. Rubrics WITH & FOR your Students: Student generated rubrics do not vary greatly from teacher created rubrics. Remember the teacher created rubric steps?

53. Steps in Rubric Development Step 1: Establish a knowledge base Step 2: Gather samples of student performance Step 3: Sort student work by level of quality Step 4: Cluster the reasons into traits Step 5: Identify sample performance that illustrate each level Step 6: Make it better!! Stiggens, Arter, Chappius, Chappius

54. What Makes a Good Rubric? Performance Criteria Qualities of a good rubric Assessment for and of learning Stiggens, Arter, Chappius,Chappius

55. Rubric Development Using Rubistar Rubric Development Using Rubistar http://rubistar.4teachers.org/index.php http://rubistar.4teachers.org/index.php

56. Performance Criteria of a Good Rubric Defines quality for teachers Describes quality for students Judgments are more objective, consistent, and accurate Focus teaching/learning Use of the rubric influences the design Track student learning (Formative Assessment!!!) (Page 200, Doing it Right, Doing it Well)

57. Steps in Rubric Development for Student Led Rubrics Step 1: Establish OUR knowledge base Step 2: Gather samples of student performance Step 3: Sort student work by level of quality Step 4: Describe the features of the work at each level. Step 5: Cluster the reasons into traits Step 6: Identify sample performance that illustrate each level Stiggens, Arter, Chappius, Chappius

58. Steps in Rubric Development for Student Led Rubrics This step is imperative to student ownership. Once the students complete this step, they have an in-depth understanding of WHAT quality looks like and the VALIDITY of each component of quality. Step 4: Describe the features of the work at each level.

59. Steps in Rubric Development for Student Led Rubrics Remember, you (your students) must be able to answer the following questions: What are we (the students) asked to do/perform? –What is the learning target? How clear are the instructions? How practical is the task? Is the task fair for all students?

60. Steps in Rubric Development for Student Led Rubrics You can use the same sorting logs and “Analyzing Student Work” worksheets that you would use to create your own. The Stiggens CD also contains several sorting logs worksheets if you would like to try different ones. Look on your CD under CH 7, click on Rubric Development.

61. Steps in Rubric Development for Student Led Rubrics Pizza Rubric Activity This is a great activity to introduce levels of performance. Take this activity to the next level to develop an in-depth understanding of WHAT quality looks like and the VALIDITY of quality.

62. Student Led Rubrics: Pizza Rubric Activity 1.Look at all five pizzas 2.Arrange pizzas in order of highest quality to lowest quality 3.List the characteristics which determine the level of quality on the back of each sheet. 4.Discuss with your elbow partner in discrepancies so you are both in agreement.

63. Student Led Rubrics: Pizza Rubric Activity Colors: Dark Yellow: Crust Dark Red: Sauce White: Cheese Brown: Pepperoni Green and Black: All the ingredients you want

64. Steps in Rubric Development for Student Led Rubrics Always remind your students to look at the BIG picture. What if they say, “I don’t like pepperoni”, so they score the pizza low. You will have these situations in class at which point the CLASS must determine what quality “looks like”. Remind them of unbiased and fairness.

65. Technology Sites http://rubistar.4teachers.org www.rubrics4teachers.com http://landmark-project.com/rubric_builder/ Rubrician.com http:// school.discoveryeducation.com/schro ckguide/assess.htmlhttp:// school.discoveryeducation.com/schro ckguide/assess.html

66. Homework Differentiate your rubric use –Take this process/dialogue to a team –Fine-tune your rubric you developed today and use the rubric with your students –Bring student samples from a rubric you used –Evaluate existing rubrics you use

67. Homework Discussion Did you find rubrics to evaluate? How/Why did you change them? How did rubrics help in guiding instruction and student understanding? Technology – did you/your teachers find any other valuable websites?

68. See you Tomorrow!