1. 1 ©2007 Ball State University Food for Thought…. “Not everything that counts can be counted, and not everything that can be counted counts.” - Albert Einstein, sign hanging in Einstein's office at Princeton

2. 2 ©2007 Ball State University Goals for EPIC Workshop 2 Review Stage 1 Assess draft of your Stage 1 of your unit Post your unit in Draft Units subcategory of EPIC Knowledge Base in smartDESKTOP Know how to use smartDESKTOP to post and respond to questions Prepare for Stage 2 and practice with rubric development Get ready for March and April!

3. 3 ©2007 Ball State University Stages of EPIC: Stage 1: Identify desired results (Workshop 1) Stage 2: Develop assessments (Workshop 2) Stage 3: Design learning plan (Workshop 3) Stage 4: Analyze assessment evidence Stage 5: Revise and disseminate curriculum

4. 4 ©2007 Ball State University The EPIC Model smartDESKTOP 2. Develop Assessments 1. Identify Desired Results 3. Design Learning Plan 5. Revise / Disseminate 4. Analyze Evidence Six Facets of Understanding At Least ONE Curricular Unit Big Ideas rGrade Implement Unit

5. 5 ©2007 Ball State University EPIC Model in Action 2. Develop Assessments Six Facets of Understanding 1. Identify Desired Results Big Ideas 4. Analyze EvidencerGrade 3. Design Learning Plan Implement Unit 5. Revise / DisseminatesmartDESKTOP Rubric Design and Standards Ongoing Collaboration

6. 6 ©2007 Ball State University 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction UbD’s “Backward” Design as Basis for EPIC Stages 1-3 © 2002 Grant Wiggins & Jay McTighe

7. 7 ©2007 Ball State University Stage 1 Rubric

8. 8 ©2007 Ball State University Clarifying Content Priorities Worth Being Familiar With Important to Know and Do EnduringUnderstandings © 1998 Grant Wiggins and Jay McTighe

9. 9 ©2007 Ball State University Stage 1: Identify desired results Key: Focus on Big ideas –Enduring Understandings: What specific insights about big ideas do we want students to leave with? –What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? –What should students know and be able to do? –What content standards are addressed explicitly by the unit? © 2002 Grant Wiggins & Jay McTighe

10. 10 ©2007 Ball State University Stage 1: Identify desired results Key: Focus on Big ideas –Enduring Understandings: What specific insights about big ideas do we want students to leave with? Students will understand that the settlement of the West threatened the lifestyle and culture of the Native American tribes living on the plains.

11. 11 ©2007 Ball State University Stage 1: Identify desired results Key: Focus on Big ideas –What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? What happens when cultures collide?

12. 12 ©2007 Ball State University Stage 1: Identify desired results Key: Focus on Big ideas –What should students know and be able to do? Key factual information about the current status of the Native American tribes who were impacted by the Westward Expansion. Use research skills to uncover information about the current lives of the Native American tribes.

13. 13 ©2007 Ball State University Stage 1: Identify desired results Key: Focus on Big ideas –What content standards are addressed explicitly by the unit? 5.5.3--Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States

14. 14 ©2007 Ball State University Assessing your Stage 1 Drafts Use Stage 1 rubric (see handout)

15. 15 ©2007 Ball State University Discuss Stage 1 Drafts

16. 16 ©2007 Ball State University Working with SmartDESKTOP Follow along in handout You’ll practice uploading to the EPIC Knowledge Base www.smartdesktop.org

17. 17 ©2007 Ball State University Break!

18. 18 ©2007 Ball State University EPIC Stage 2: Developing Assessments

19. 19 ©2007 Ball State University Professional Quiz 1. How do you put a giraffe into a refrigerator?

20. 20 ©2007 Ball State University 2. How do you put an elephant into a refrigerator?

21. 21 ©2007 Ball State University 3. The Lion King is hosting an animal conference. All the animals attend except one. Which animal does not attend?

22. 22 ©2007 Ball State University 4. There is a river you must cross. But it is inhabited by crocodiles. How do you manage it?

23. 23 ©2007 Ball State University Responses from SmartDESKTOP

24. 24 ©2007 Ball State University What should count as evidence of learning? Of understanding? “I feel that any verbal, written, pictorial, role playing activity can all be excellent ways for children to express, explain, and examine their own thinking…”

25. 25 ©2007 Ball State University What should count as evidence of learning? Of understanding? “…. Another avenue is how they apply that knowledge in other content areas…”

26. 26 ©2007 Ball State University How can we maintain standards without standardization? “The standards are like a grocery list…Students are not pieces of cardboard or cookies. Each group has definite needs. It seems to me that when we cease to be creative we cease to choose true learning, differentiated for a specific unique group of students who are with us today.”

27. 27 ©2007 Ball State University How can assessment promote learning, not simply measure it? “I think that when students are aware of the rubric by which their learning is being measured, that they can assess their own learning…”

28. 28 ©2007 Ball State University Promoting Learning, continued “…As the student is challenged to meet the most proficient level, learning can be enhanced. No longer is the “grade” a mysterious number assigned at the end of an assignment. Having a rubric at the beginning, puts the students in charge of the level of learning. The student can choose how well, or how poorly they do.”

29. 29 ©2007 Ball State University Curricular Priorities and Assessment Methods © 1998 Grant Wiggins and Jay McTighe Worth Being Familiar With Important to Know and Do Enduring Understandings Performance Tasks and Projects Complex Open-ended Authentic Traditional Quizzes and Tests Paper and pencil Selected response Constructed response

30. 30 ©2007 Ball State University Thinking Like an Assessor Place UbD Stage 2, determining acceptable evidence, before UbD Stage 3, planning teaching and learning activities Build towards a “…preponderance of evidence to convict students of learning!”

31. 31 ©2007 Ball State University Results of Assessment Survey Most used: –Informal observations of students –Short answer responses to prompts Least used: –Extended written responses –Long term, authentic assessment projects –Student self-assessments

32. 32 ©2007 Ball State University Principles of Effective Assessment 1.Consider photo albums versus snapshots 2.Match the measures with the goals 3.Form follows function

33. 33 ©2007 Ball State University Learning Log: Westward Movement Unit –Data charts –Quickwrites –Simulated diary from novel –Simulated journal from “Indian Chiefs” –Venn Diagrams: Why people move? –Reflections Photo Album:

34. 34 ©2007 Ball State University Perspective of pioneer or Native American Persuasive Writing Photo Album:

35. 35 ©2007 Ball State University Performance Task Using GRASPS (G) A real-world Goal (R) A meaningful Role for the student (A) Authentic real-world Audience (S) A contextualized Situation that involves real-world application (P) Student-generated culminating Products and Performances (S) Consensus -driven performance Standards (criteria) for judging success Photo Album:

36. 36 ©2007 Ball State University Impact of the Westward Expansion on the Pioneers (may be included in the museum display performance task that follows) Performance Task Scenario 1 Photo Album:

37. 37 ©2007 Ball State University (G) Your task is to research and deliver information about how the pioneers adapted to meet basic needs (R) You are a member of the Larkin’s wagon train (from Daily Life in a Covered Wagon) (A)The audience of this scenario will be a friend “back east.” (S) You miss your best friend “back east” and want them to know what has happened since you left and how you are doing. (P) You will write a friendly letter to a friend “back east” describing your life on the wagon train and the prairie. Tell about your hopes and dreams, and then explain what life on the frontier is really like, focusing on basic needs and survival. (S) The students’ friendly letter will be judged according to a rubric.

38. 38 ©2007 Ball State University Quizzes (vocabulary word match) Tests Traditional Photo Album:

39. 39 ©2007 Ball State University Open-mind portrait Sketch-to-stretch Quilt square Students select a way to visually represent the key info from “Daily Life in a Covered Wagon” (e.g., web, outline,etc.) Visual Representation Photo Album:

40. 40 ©2007 Ball State University Who were the winners and who were the losers in the settlement of the West? Debate Photo Album:

41. 41 ©2007 Ball State University What are you most proud of? How does what you learned connect with other learning? How has what you learned connect to other learning? (refer to pages 79-80 in “Integrating” for additional self-assessment questions) Self-Assessment Photo Album:

42. 42 ©2007 Ball State University Refer back to essential questions and respond: –To what extent do you have the pioneer spirit? Reflection Photo Album:

43. 43 ©2007 Ball State University Practice Use workbook page 148 “Collecting Acceptable Evidence”

44. 44 ©2007 Ball State University Principles of Effective Assessment 1.Consider photo albums versus snapshots 2.Match the measures with the goals 3.Form follows function

45. 45 ©2007 Ball State University 1.Declarative Knowledge: What students should know and understand e.g. Vocabulary word match 2.Procedural Knowledge: What students should be able to do and understand e.g. Venn diagram 3.Dispositions: what attitudes or habits of mind students should display e.g. Persuasive writing 3 Types of Educational Goals Match to Goals:

46. 46 ©2007 Ball State University

47. 47 ©2007 Ball State University 1. What is the difference between knowing and understanding? 2. How will we know that students truly understand the big ideas that we have identified? 3. How might we allow students to demonstrate their understandings in diverse ways without compromising standards? Assessing Understanding Match to Goals:

48. 48 ©2007 Ball State University 1. Explain (write a letter to a friend back east) 2. Interpret (open-mind portrait) 3. Apply (create a museum exhibit) 4. Perspective (debate) 5. Empathy (simulated journal entries) 6. Self-Knowledge (reflection on pioneer spirit) Six Facets of Understanding Match to Goals:

49. 49 ©2007 Ball State University Practice Use workbook page 166 “ Brainstorming assessment ideas using the 6 facets of understanding Refer to pages 156-158 for examples

50. 50 ©2007 Ball State University Principles of Effective Assessment 1.Consider photo albums versus snapshots 2.Match the measures with the goals 3.Form follows function

51. 51 ©2007 Ball State University Form Follows Function 1. What are we assessing? 2. Why are we assessing? 3. For whom are the results intended? 4. How will the results be used?

52. 52 ©2007 Ball State University 1. Assess Before Teaching (anticipation guide) 2. Offer Appropriate Choices (museum artifacts) 3. Provide Feedback Early and Often (duh) 4. Encourage Self-Assessment and Reflection (students respond to rubrics) Classroom Assessment Practices Form Follows Function:

53. 53 ©2007 Ball State University Practice: Evaluating Performance Tasks With a partner evaluate the performance task samples on either WB page 168 or 169 Take notes on WB page 167 After 15 minutes, we’ll share large group Refer to WB page 142

54. 54 ©2007 Ball State University Practice: Generating a Performance Task Use WB page 204 as a guide as you complete WB page 166 Refer to Westward expansion performance tasks page 6-7 in model Refer to WB page 172-174 to draft an idea for a performance task using GRASPS handout

55. 55 ©2007 Ball State University GRASPS (G) A real-world Goal (R) A meaningful Role for the student (A) Authentic real-world Audience (S) A contextualized Situation that involves real-world application (P) Student-generated culminating Products and Performances (S) Consensus -driven performance Standards (criteria) for judging success

56. 56 ©2007 Ball State University Break!

57. 57 ©2007 Ball State University EPIC Stage 2: Building Rubrics in rGrade

58. 58 ©2007 Ball State University Practicing Rubrics See Whining Rubric

59. 59 ©2007 Ball State University Types of Rubrics Holistic Rubric (ISTEP writing, WB p. 182) Analytic Trait Rubric (WB p. 183)

60. 60 ©2007 Ball State University Flawed Rubric Activity Look at rubric on WB page 196 and identify flaws in the rubric and suggest ways to improve it.

61. 61 ©2007 Ball State University Tips for Designing Effective Scoring Tools Refer to WB p. 195 Refer to WB pages 208-210 for frequently asked questions regarding Stage 2

62. 62 ©2007 Ball State University Overview of rGrade in EPIC EPIC participants will use rGrade to develop rubrics and assess student learning Analysis tools in rGrade help improve rubrics and curriculum You can use rGrade for other assignments as a digital grade book Standards and other frameworks are built in to rGrade

63. 63 ©2007 Ball State University rGrade is… An assessment system that brings multiple forms of evidence into every everyday instruction (Photo Album) A standards alignment system for curriculum development and assessment of student learning in relation to standards or other educational frameworks (Match to Goals) A digital gradebook using rubric-based or non-rubric assignments that permits analysis of student performance (Form Follows Function)

64. 64 ©2007 Ball State University Rubrics as Building Blocks Teachers can design and share rubrics rGrade’s rubrics are interactive and “live” data entry devices Rubric assessment blends with traditional course grading

65. 65 ©2007 Ball State University rGrade Home

66. 66 ©2007 Ball State University Courses Module Create courses for class periods

67. 67 ©2007 Ball State University Course Assignments

68. 68 ©2007 Ball State University Rubrics Module Personal Rubrics Shared Rubrics

69. 69 ©2007 Ball State University rGrade Rubrics Teachers can edit and configure rubrics for any assessment

70. 70 ©2007 Ball State University rG Assessment Modes rGrade has multiple views of assessment inputs and information.

71. 71 ©2007 Ball State University Strengthening Performance Assessment: The Goal

72. 72 ©2007 Ball State University Let’s Go Practice!

73. 73 ©2007 Ball State University Getting Started with rGrade: Step By Step 1.Create a rubric 2.Create a class and roster 3.Create an assignment, attach a rubric 4.Assess students in rG Mode 5.Analyze outcomes

74. 74 ©2007 Ball State University Logging in to rGrade Find the link to rGrade from the EPIC web site or go to www.rgrade.org/epic Your username is your your first two initials + your last name, unless specified otherwise Passwords are provided in workshop

75. 75 ©2007 Ball State University rGrade Home Page

76. 76 ©2007 Ball State University Creating Rubrics: Steps 1.Deciding/defining your columns 2.Creating rows and cells 3.Setting your metrics

77. 77 ©2007 Ball State University Rubrics Home Screen

78. 78 ©2007 Ball State University Decide on Column Names This is the set of column names that will define your rubric’s performance levels. You can create your own if you want

79. 79 ©2007 Ball State University Create Your Own Columns (optional) Give it a name and description

80. 80 ©2007 Ball State University Create Your Own Columns, Step 2 Start adding columns, starting with the lowest (leftmost) column first Abbr. is the 1-3 character short name Long Name is the more descriptive name Match Points to Order for now

81. 81 ©2007 Ball State University Creating a Rubric

82. 82 ©2007 Ball State University Initial Settings 1.Set discipline to none for now 2.Choose your column set 3.Give it a name and description Click p-level icon to see the information about the selected column set.

83. 83 ©2007 Ball State University Creating the Rubric Content Wait on the Thresholds, Click Values, and Row Points; We’ll talk about those later. Let’s focus on row text

84. 84 ©2007 Ball State University Overview of a Rubric

85. 85 ©2007 Ball State University Components of Rubric Rows Row Short Name Row Long Name Cell Text

86. 86 ©2007 Ball State University Row Short Name Required! This is the displayed name of the rubric row used when assessing in rG Mode (described later in this document). Use one to three words here.

87. 87 ©2007 Ball State University Row Long Name This is the full description for the row. Displayed in wide view of rG Mode

88. 88 ©2007 Ball State University Row Long Name, cont. Some teachers use standards text for the row long name. That’s OK but make sure to formally align rows to standards using the standards tool.

89. 89 ©2007 Ball State University Cell Text The Cell Text fields are provided for each level selected. You can edit these later

90. 90 ©2007 Ball State University Setting Rubric Metrics Various numeric settings that enable a rubric to execute the measurement choices of the teacher in relation to the rubric Can be complex at first because of the many options teachers have Requires teacher to translate his or her summative grading logic so the formative instrument (the rubric) can work.

91. 91 ©2007 Ball State University Reviewing How it Works With each click of a radio button, the rG Mode talks to the rubrics metrics to calculate and overall “statement” of quality based on the percent score.

92. 92 ©2007 Ball State University Seeing the actual values (in assignment settings)

93. 93 ©2007 Ball State University Threshold Values Used to calculate the summary assessment. The values entered define the maximum value for a score in that column. For most assessments, use percent values here that represent your grading scale. In the example above, any score below 70% will be determined to be “Below Standard”.

94. 94 ©2007 Ball State University Click Values Click Values represent the convenient values within the threshold range that you want as the default value (relative to the possible row points—see below) submitted for the row score.

95. 95 ©2007 Ball State University Row Points Determines the points per row, which will be factored in relation to the column percents later.

96. 96 ©2007 Ball State University Save Changes After Each Row! Save changes save all row edits and other changes to the metrics. A new blank row will be displayed for you to keep adding rows. A blank will always be available, up until you store assessments that use the rubric, at which point the ability to add more rows will be locked.

97. 97 ©2007 Ball State University Courses Module Current Semester Courses

98. 98 ©2007 Ball State University Creating a course

99. 99 ©2007 Ball State University Course Roster Teachers can add students or import them The roster page also serves as a general purpose gradebook for the class.

100. 100 ©2007 Ball State University Creating Assignments 1.Defining an assignment group 2.Initial Settings 3.Attaching the rubric 4.Confirming Rubric Metrics

101. 101 ©2007 Ball State University Course Assignments

102. 102 ©2007 Ball State University Assignment Creation

103. 103 ©2007 Ball State University Assignment Settings

104. 104 ©2007 Ball State University Assessing Students Click on the rG button from whatever context you see it: Course, student, assignment

105. 105 ©2007 Ball State University rG Assessment Modes Use this mode when you are ready to assess student learning “Pod” mode displays the small view of the rubric next to the artifact, assignment, or standards details Full Rubric Mode displays all the rubric row inputs concurrently (only for rubric-based assessments) Switch between modes with one click:

106. 106 ©2007 Ball State University rG Pod Mode Views of the assignment details, rubric, and standards are displayed on the right.

107. 107 ©2007 Ball State University rG Full Rubric Mode Enter row scores and comments in any row at the same time. Switch modes here.

108. 108 ©2007 Ball State University Summary Assessment The summative result of a rubric-based assessment Overall valuation (ordinal, categorical, etc.) and/or percent. The outcome communicated to programs Overall outcome is calculated based on rubric thresholds set by instructors

109. 109 ©2007 Ball State University Analysis Tab Alignment reports show relationships of standards and metadata to curriculum Performance reports show aggregate student outcomes

110. 110 ©2007 Ball State University Performance of a Rubric

111. 111 ©2007 Ball State University Associating Standards Standards can be added to rubric rows, assignments, and courses. In this view, three standards are associated to two rubric rows.

112. 112 ©2007 Ball State University Returning to this point… 1.Log in 2.Go to courses 3.Select course 4.Choose rG point of entry: Course, Assignment, Roster 5.Switch between rG Modes: Pod or Full Rubric 6.Assess students 7.Analyze results