1. GOALS 1. To understand RIBTS 9.5 as part of the process of assessing student learning. 2. To self-reflect on assessment information (e.g. pre-, post-, and embedded assessments). 3. To review the requirements for completing RIBTS 9.5 component of the portfolio.

2. RIBTS 9.5 Self-Reflection Teacher candidates can identify what they would do differently and why, and they can offer evidence in support of their thinking.

3. RIBTS 9.5 Self-Reflection Major Concepts: 1.Teacher self reflection as an aspect of the planning, action, and reflection (PAR) process 2. Using assessment to improve teaching and learning

4. PAR Model & Reflective Practice See Graphic Model of Reflective Practitioner http://www.ric.edu/feinsteinSchoolEducationHumanDevelopm ent/pdf/Conceptual Frameworkrevsp06.pdf http://www.ric.edu/feinsteinSchoolEducationHumanDevelopm ent/pdf/Conceptual Frameworkrevsp06.pdf The PAR Model forms the core of reflective practice. PAR is not a linear process. Rather, it reflects a recursive process of making judgments and adjustments. [FSEHD Conceptual Framework (2006). p. 2-3.] The end result is improved teaching and learning for all students. Planning Reflection Action

5. Recursive Process of Assessing PLANNING (9.2) Plan systematically for a variety of assessments. ACTION (9.1) Gather assessment information (evidence). REFLECTION (9.5) Judge evidence against expectations. Interpret the judgments. ACTION (9.4) Provide feedback to students. Report to parents and other teachers. PLANNING (9.2) Improve plan for assessing student learning (and teaching). Planning Reflection Action

6. RIBTS 9.5 Self-Reflection Teachers MAKE MEANING of assessment information by examining student work. Teachers MAKE MEANING of assessment information by examining student work. Teachers judge evidence in relationship to standards or expectations. Teachers judge evidence in relationship to standards or expectations. Teachers make CLAIMS with EVIDENCE. Results of assessment serves as evidence. Teachers make CLAIMS with EVIDENCE. Results of assessment serves as evidence. Teachers CONCLUDE by summarizing students’ performance in a report card or PT conference. Teachers CONCLUDE by summarizing students’ performance in a report card or PT conference.

7. Let’s Analyze Student Work! Post (Summative) Assessments I. Describe the type of assessment. What type of assessment was used? What type of assessment was used? What knowledge, skills, or dispositions were assessed? What knowledge, skills, or dispositions were assessed? How was assessment administered? How was assessment administered? What evidence was collected--in what form (activity sheet, anecdotal notes from observing the students)? What evidence was collected--in what form (activity sheet, anecdotal notes from observing the students)? II. Analyze results of assessing student learning. -What did you learn about the progress in students’ knowledge and skills related to goals for learning (objectives to assess). III. Propose next steps for improving teaching, learning and assessing. -What can improve?

8. RIBTS PORTFOLIO RIBTS 9.5 Self-Reflection COVER PAGE Major Concepts: 1.Teacher self reflection as an aspect of the planning, action, and reflection process 2. Using assessment to improve teaching and learning

9. RIBTS PORTFOLIO RIBTS 9.5 Self-Reflection ARTIFACT 1.Insert sample of student work (e.g. pre or post assessment or scientist notebook) 2. Making Meaning A. Analyze results of assessing student learning. What did you learn about the progress in students’ knowledge and skills related to goals for learning (objectives to assess)? B.Propose next steps for improving teaching, learning and assessing. What can improve?

10. RIBTS 9.5 Self-Reflection CAPTION 1.Significance: Explain why the artifact represents an example of “RIBTS 9.5 Self-Reflection?” 2.Reflection: Explain how self-reflecting on the assessment information helped you to improve teaching and learning.

11. Creating Rubrics 1.What is a rubric? 2. Why use rubrics? 3. What do rubrics contain? 4. How is a rubric created?

12. What is a Rubric? - A scoring tool to assess the performance of learners. - A scoring tool to assess the performance of learners. - A teacher uses a rubric to judge the learners’ performance against a set of expectations.

13. What is a Rubric? - A scoring tool to assess the performance of learners.. - A scoring tool to assess the performance of learners.. Why use a Rubric? - A teacher uses a rubric to judge the learners’ performance against a set of expectations.

14. What do rubrics contain? 1.Performance statement 2.A list of dimensions to be evaluated 3.Levels of gradation of quality 4.Criterion and points for each level of quality 5.A Table

15. How is a rubric created? 1.Identify the performance statement. 2.Identify the dimensions to be evaluated. 3.Assign levels of gradation of quality. 4.Create the criterion for each level of quality. 5.Create a rubric table.