1. Formative Assessment Institute Jennifer Nehl

2. Outcomes To develop an understanding of how and when to utilize formative assessments. To extend our knowledge of technology integration with assessment practices. Critique, develop, and/or modify your district’s curriculum mapping as it pertains to formative assessment.

3. Agenda 8:00 – 8:15Welcome, wikis and walk-through’s 8:15 – 9:15Rubric Discussion 9:15 – 9:30 Break 9:30 – 10:30Rubric Discussion 10:30 – 11:30Plan time of implementation for teachers 11:30 – 12:30Lunch 12:30 – 1:00Descriptive Feedback on Rubrics 1:00 – 2:50Data Discussion 2:50 – 3:00 Wrap- up and Homework

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

5. www.kemmerer.tie2.wikispaces.net Formative Assessment Wikispace

6. Homework

7. Rubrics

8. Pizza Transition: Key SauceCheese CrustPepperoni Jalapenos Olives

9. Pizza Transition 1.Look at all 5 pizzas 2.Arrange pizzas in order of highest quality to lowest quality. 3.Set pizzas aside for later.

10. 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.

11. 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.

12. Steps in Rubric Development with 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!! Stiggens, Arter, Chappius, Chappius

13. What makes a good rubric? Performance Criteria Qualities of a good rubric Assessment for and of learning Stiggens, Arter, Chappius,Chappius

14. 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)

15. 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)

16. The purpose of your rubric shapes the design.

17. R4R ( Rubric for Rubrics)

18. Rubrics Samples

19. 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.

20. 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

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

22. 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!!

23. 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.

24. Rubric Development using Rubistar http://rubistar.4teachers.org/index.php http://rubistar.4teachers.org/index.php

25. Rubrics Without Student Work

26. What makes a good rubric? Performance Criteria Qualities of a good rubric Assessment for and of learning Stiggens, Arter, Chappius,Chappius

27. 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)

28. 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)

29. The purpose of your rubric shapes the design.

30. 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.

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

32. 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.

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

34. 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.

35. Pizza Transition: Key SauceCheese CrustPepperoni Jalapenos Olives

36. 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.

37. 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.

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

39. Your turn!

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

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

42. This is a great formative assessment activity!

43. Student Involvement When we use assessment for learning, assessment becomes far more than merely a one-time event stuck onto the end of an instructional unit. It becomes a series of interlaced experiences that enhance the learning process by keeping students confident and focused on their progress, even in the face of occasional setbacks. Stiggins, 2007

44. Peer Feedback

45. Student Involvement

47. Data Discussion: The next pieces

48. Looking at student work…

49. 72% of all students nation wide drop a proficiency level from grade 8 testing to grade 11 testing. WHY?

50. When looking at student work: –Measure distance from proficiency. –Look at year-to-year growth. –Generate two theories of your findings. –Begin to develop your list of students needing intervention.

51. www.kemmerer.tie2.wikispaces.net Formative Assessment Wikispace

52. jnehl@tie.net

53. 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

54. Homework