1. DEVELOPMENTAL LEARNING AND TARGETED TEACHING

2. WHAT IS IN THIS PRESENTATION
The difference between the standard and developmental models of thinking
Why you should use rubrics
How to write good rubrics
How to gather and record assessment data using a rubric
How to assign targeted activities based on that data
How to write targeted learning activities
A working example of a composite rubric, with a set of targeted activities mapped onto it

3. DEVELOPMENTAL vs STANDARD MODELS
Assessment occurs after instruction is complete
Teachers don’t question each others’ data or strategies
Teach whole class at once, with a bit of help for the lower kids and a bit of extension for the top kids if possible
Compares students to norms and focus on what students cannot do
Deficit thinking: students must be at a certain year level norm and I must correct all the deficits they have
Developmental model
Assessment is used to improve teaching
Teachers hold each other accountable based on their data and teaching strategies they use
Targeted teaching as much as possible – ideally individually but even 3-5 levels is usually sufficient
Compares students to criteria and focuses on where students are ready to learn
Developmental thinking: assessment tells me where a student is in their development and I teach them from there

4. NOT EVERYTHING IN A GRID DESERVES THE TITLE ‘RUBRIC’

5. WHY USE RUBRICS? Students: Parents: Teachers: know how to get better
Get higher quality feedback on their performance
assessment data used as information rather than as judgement
Parents:
Know what their child can do, not how they compare
Know the next thing their child is ready to learn
Sees more motivated students – especially those at the top and at the bottom
Teachers:
more consistent judgements between teachers (easier moderation)
you don’t have to write as many comments
provides more detailed information for reporting
rewarding professional discussions between teachers
promotes development:
linked to skills not what is “normal”
the teacher knows where a student is ready to learn
can target teaching intervention to use with that student or group of students

6. HOW TO WRITE GOOD QUALITY CRITERIA
Advice…
Use student work samples to describe the levels
Use learning taxonomies to help you come up with ideas
E.g. Bloom’s, Dreyfus, Krathwohl, Biggs (SOLO)

7. HOW TO WRITE GOOD QUALITY CRITERIA
Good quality criteria should…
Allow you to make an inference about developmental learning – no counts of things right/wrong or pseudo-counts (some, many)
Instead of: uses three or more research sources
Try: uses authoritative source
Avoid ambiguous or comparative terms like “appropriate”, “suitable”
Instead of: adequately articulates the main idea
Try: explains the main idea
Describe performances of increasing quality – no procedural steps in a sequence of operations
Instead of: 1: writes introduction and conclusion. 2: writes introduction, conclusion and three paragraphs
Try: 1: writes sentences. 2: uses correct essay structure

8. HOW TO BUILD A GOOD RUBRIC
Only one idea per column
How to interpret: The highlighted box shows your current skill or understanding. You have also shown everything in the boxes below the highlighted box. To improve, try and show the skill or understanding in the next box up.
HOW TO BUILD A GOOD RUBRIC
describes artistic
style of source
weighs up how
useful the source is
judges the purpose
analyses evidence
Identifies patterns or
themes in the source
applies evidence to
a suggested hypothesis
analyses reasons why
source is or isn’t useful
analyses purpose
Lists detailed features
of the source
Discusses usefulness
of source
describes purpose
explains evidence used
Lists general features
of the source
suggests a
plausible purpose
recognises
evidence
lists information
about the source
Describes what
is in the source
Identifies the
purpose of source
Uses information
as evidence
Discusses the usefulness
of the source

9. GATHERING DATA USING A RUBRIC3 2 1 1 1

10. RECORDING DATA USING A RUBRIC

11. ASSIGNING ACTIVITIES BASED ON DATA

12. ASSIGNING ACTIVITIES BASED ON DATA

13. ASSIGNING ACTIVITIES BASED ON DATA

14. ASSIGNING ACTIVITIES BASED ON DATA

15. ASSIGNING ACTIVITIES BASED ON DATA

16. ASSIGNING ACTIVITIES BASED ON DATA

19. CREATING TARGETED ACTIVITIES

20. CREATING TARGETED ACTIVITIES

21. CREATING TARGETED ACTIVITIES

22. A COMPOSITE RUBRIC

23. POTENTIAL ISSUES…
Teachers don’t agree on what should be on rubric, or what order the criteria should be
So… an opportunity for good discussions about what is being taught
What if students don’t do things in the order that the rubric says?
Your rubric needs changing.
It takes too long to make rubrics
It does get a lot quicker
Once written, using rubrics greatly reduces time marking
It doesn’t give grades
You could convert the rubric count to a percentage, to obtain grades similar to what you would have previously given out.
For example, if you had a rubric with 19 quality criteria…
RUBRIC
COUNT
0-5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 %
40%
45%
50%
55%
60%
65%
70%
75%
80%
83%
86%
90%
94%
97%
100%
GRADE US E E+ D D+ C C+ B B+ A

24. BENEFITS Large student growth
In my Year 8 History class this year, I gave a pre-assessment, then targeted activities then another assessment and students went up on average by 3.3 (rubric count) on average
Equivalent of going from E to a C, or C to a B+
Differentiation based on student’s point of readiness
Hattie’s research suggests a lot of the other types of differentiation (e.g. learning styles) doesn’t have much of an effect
Once targeted teaching activities are written, you can use them on an ongoing basis
The writing of targeted activities can be shared amongst teaching team

25. ACCESS THIS INFORMATION
All files relating to this presentation can be found here: My
Files in the folder:
This PowerPoint
A PowerPoint focusing in detail on writing quality criteria
A collection of learning taxonomies
Targeted activity template
Rubric template
Composite rubric for history with a collection of targeted activities
Composite rubric for geography with a collection of targeted activities