Formative Assessment Institute Jennifer Nehl. Outcomes To develop an understanding of how and when...

Formative Assessment Institute

Jennifer Nehl

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.

Agenda 8:00 – 8:15 Welcome, wikis and walk-through’s

8:15 – 9:15 Rubric Discussion 

9:15 – 9:30 Break 9:30 – 10:30 Rubric Discussion

10:30 – 11:30 Plan time of implementation for teachers 11:30 – 12:30 Lunch  12:30 – 1:00 Descriptive Feedback on Rubrics

1:00 – 2:50 Data Discussion 2:50 – 3:00 Wrap- up and Homework

Credit OptionsSign-up participants

Reminder: Sign in each In-service day

• PTSB Credit

• Graduate Credit – University of Wyoming

www.kemmerer.tie2.wikispaces.net

Formative Assessment Wikispace

Homework

Rubrics

Pizza Transition: Key

Sauce Sauce

CheeseCheese

CrustCrust PepperoPepperonini

JalapenoJalapenoss

OlivesOlives

Pizza Transition1. Look at all 5 pizzas

2. Arrange pizzas in order of highest quality to lowest quality.

3. Set pizzas aside for later.

Pizza Transition1. 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.

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.

Steps in Rubric Development

with Past Student WorkStep 1: Establish a knowledge baseStep 2: Gather samples of student performanceStep 3: Sort student work by level of qualityStep 4: Cluster the reasons into traitsStep 5: Identify sample performance that illustrate each levelStep 6: Make it better!!

Stiggens, Arter, Chappius, Chappius

What makes a good rubric?•Performance Criteria•Qualities of a good rubric•Assessment for and of learning

Stiggens, Arter, Chappius,Chappius

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)

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)

The purpose of your rubric shapes

the design.

R4R (Rubric for Rubrics)

Rubrics Samples

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.

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

Looking at Sample Rubrics

•What did you find?–Sample #3–Sample #2–Sample #1

Steps in Rubric Development

(Using past student work)Step 1: Establish a knowledge baseStep 2: Gather samples of student

performanceStep 3: Sort student work by level of qualityStep 4: Cluster the reasons into traitsStep 5: Identify sample performance that

illustrate each levelStep 6: Make it better!!

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.

Rubric Development using Rubistar

http://rubistar.4teachers.org/index.php

Rubrics Without Student Work

What makes a good rubric?•Performance Criteria•Qualities of a good rubric•Assessment for and of learning

Stiggens, Arter, Chappius,Chappius

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)

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)

The purpose of your rubric shapes

the design.

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.

•Use a Learning Target

•If you don’t have a learning target, you can use a standard/ benchmark.

Wyoming StandardsGrade 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.

Proficient 4.2.2 Student recognizes and

describes the skills, techniques, processes, and technologies relevant to artistic works of music.

ProficientHow 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.

Pizza Transition: Key

Sauce Sauce

CheeseCheese

CrustCrust PepperoPepperonini

JalapenoJalapenoss

OlivesOlives

Pizza Transition1. 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.

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.

Steps in Rubric Development(Without past student work)

Your turn!

Steps in Rubric Development

(without past student work)

Use a learning target you have written for your

class.

Steps in Rubric Development

(without past student work)

ALWAYS review, edit and improve!!!

This is a great formative assessment

activity!

Student InvolvementWhen 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

Peer Feedback

Student Involvement

Student Involvement

Data Discussion: The next pieces

Looking at student work…

72% of all students nation wide drop a proficiency

level from grade 8 testing to grade 11 testing.

WHY?

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.

www.kemmerer.tie2.wikispaces.net

Formative Assessment Wikispace

jnehl@tie.net

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

Homework