AND TARGETED TEACHING Contents Developmental assessment Rubrics Data analysis Targeted teaching Developmental assessment Assessment of learning Assessment for learning Assessment as ID: 812821
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Slide1
DEVELOPMENTAL ASSESSMENT
AND TARGETED TEACHING
Slide2Contents
Developmental assessment
Rubrics
Data analysis
Targeted teaching
Slide3Developmental assessment
Slide4Slide5Assessment
of
learning
Assessment
for
learning
Assessment
as
learning
Assessment is for teaching
Slide6Developmental vs. Standard Models
Standard model
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
Slide7The clinical teaching cycle
Slide8rubrics
Slide9Why use rubrics?
Students:
know how to get better
get higher quality feedback on their performance
assessment data used as
information
rather than as
judgement
Slide10Why use rubrics?
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
Slide11Why use rubrics?
Teachers
more consistent marking
quicker to mark
you don’t have to write as many comments
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
lear
can target teaching intervention to use with that student or group of students
Slide12The problem with badly written rubrics
most rubrics are badly written
confusing to students, teachers and parents
hard to mark
lots of time put in to them without much gain
can’t use them to find students ZPD or “goldilocks zone”
don’t teach
skils
Slide13Slide14Slide15Slide16Rubric layout…
Slide17Ten rubric writing guidelineshttps://reliablerubrics.com/category/assessment-rubrics/what-is-a-rubric/guidelines/
Slide18Quality criteria should…
Allow teachers to infer
development.
Don’t
count (e.g. some, many)
counts don’t show quality
they discourage students from experimenting
it isn’t true that more of something means higher quality
e.g. spelling rubrics that have “no words spelt incorrectly” can make students just use easy words
Slide19Quality criteria should…
Allow teachers to infer
development.
Don’t
count (e.g. some, many)
Uses 2-3 quotes
Uses more than 3 quotes
Uses quotes
Applies quotes that demonstrate theme(s)
Slide20Quality criteria should…
2.
Not use ambiguous, subjective or comparative language (e.g. appropriate, suitable, adequate)
Leads to inconsistent marking
No agreement on what “appropriate” means
Doesn’t help students know what is required
Slide21Quality criteria should…
2.
Not use ambiguous, subjective or comparative language (e.g. appropriate, suitable, adequate)
Demonstrates an adequate knowledge of the text
Explains concrete aspects of plot
Slide22Quality criteria should…
3.
Discriminate between quality, not steps in a sequence
just doing more steps doesn’t equal better quality
each step can be done to a higher quality
Slide23Quality criteria should…
3.
Discriminate between quality, not steps in a sequence
Writes introduction and conclusion
Writes introduction, conclusion and three paragraphs
Uses correct essay structure
Uses link sentences between paragraphs
Slide24Quality criteria should…
4.
Have
one
central idea
5.
Describe observable behaviour - what students do, say, make or write
6.
Use
positive language
Slide25Rubrics should…
7.
Have bottom criteria something all students can do and top criteria a stretch for top students
8.
Not be weighted
9.
No more than 5x4 (5 skills and 4 levels)
10. Use student-friendly language
Slide26Slide27Slide28Year 7 English developmental rubrics
Slide29Original, thoughtful, appropriate and relevant
Informs audience about the life of the interviewee
Fluent, well-projected and meaningful eye-contact. Confident stance
Multimedia enhances speech without distraction
Links identity with the interviewee
Uses relevant language that applies to the audience
Considered use of voice, eye-contact and gestures
Multimedia supports content
Informs audience of life of interviewee
Uses language to inform
Audible speech with eye contact used
Multimedia used
Includes some information
Uses confusing language
Gives speech
Multimedia distracts from presentation
Understands content
Uses language
Presents
Uses multimedia
Slide30Comments on the nature of the theme and its depiction
Adds insight to the links made between theme and texts with evidence
Reflects on links between the theme, the wider world and the self
Uses advanced vocabulary and a unique style or structure
Uses sophisticated sentences and correct expression and grammar
Comments on the nature of the theme
Makes links between the theme and the texts using relevant evidence
Makes links between the theme, the wider world and the self
Uses a detailed structure and relevant vocabulary
Uses detailed sentences with correct expression and grammar
Explores and defines the theme
Makes links between the themes and the text using parts of the texts
Makes links to the wider world or the self
Uses a clear structure and appropriate vocabulary
Uses sentences, expression and grammar clearly
Defines the theme
Suggests themes's links to the texts
Suggests theme's link to the wider world or the self
Uses a structure
Uses simple sentences, expression and grammar
Includes the theme
Includes texts generally
Includes information on the world and the self
Attempts to use a structure
Attempts to use accurate grammar and punctuation
Understands theme
Links text with theme
Links theme to wider world
Uses language
Conforms to rules of grammar
Slide31Generates new ideas about film while answering question
Organises and embeds examples and quotes into sentences
Reflects on the use of film techniques purposefully
Well-structured, sophisticated and developed
Fluent expression
Continually addresses the question asked
Draws on relevant blended quotes to support answer
Makes links between film techniques and the question
Uses topic sentences, relevant paragraphs
Complex vocabulary in well-structured sentences
Answers the question asked
Uses relevant quotes in every paragraph
Includes film techniques relevantly
Purposeful segments of an essay employed
Uses a variety of simple sentences
Compares facts about the film
Uses quotes
Provides information about film techniques
Uses introduction, body, conclusion
Communicates clearly and spells simple words correctly
Lists facts
Re-tells the story
Lists film techniques
Uses different paragraphs
Uses simple vocab/sentences difficult to understand
Answers the question
Gives examples
Understands film techniques
Uses correct essay structure
Writes clearly
Slide32Data analysis
Slide33Gutmann analysis
Code rubric results dichotomously
Slide34Original, thoughtful, appropriate and relevant
Informs audience about the life of the interviewee
Fluent, well-projected and meaningful eye-contact. Confident stance
Multimedia enhances speech without distraction
Links identity with the interviewee
Uses relevant language that applies to the audience
Considered use of voice, eye-contact and gestures
Multimedia supports content
Informs audience of life of interviewee
Uses language to inform
Audible speech with eye contact used
Multimedia used
Includes some information
Uses confusing language
Gives speech
Multimedia distracts from presentation
Understands content
Uses language
Presents
Uses multimedia
Slide351.4 Original, thoughtful, appropriate and relevant
2.4 Informs audience about the life of the interviewee
3.4 Fluent, well-projected and meaningful eye-contact. Confident stance
4.4 Multimedia enhances speech without distraction
1.3 Links identity with the interviewee
2.3 Uses relevant language that applies to the audience
3.3 Considered use of voice, eye-contact and gestures
4.3 Multimedia supports content
1.2 Informs audience of life of interviewee
2. 2 Uses language to inform
3.2 Audible speech with eye contact used
4.2 Multimedia used
1.1 Includes some information
2.1 Uses confusing language
3.1 Gives speech
4.1 Multimedia distracts from presentation
Understands content
Uses language
Presents
Uses multimedia
Slide361.4 0
2.4 0
3.4 0
4.4 0
1.3 0
2.3 1
3.3 1
4.3 1
1.2 1
2. 2 1
3.2 1
4.2 1
1.1 1
2.1 1
3.1 1
4.1 1
Understands content
Uses language
Presents
Uses multimedia
Slide37Slide38Gutmann analysis
Code rubric results dichotomously
Perform Gutmann analysis
Slide39Slide40Gutmann analysis
Code rubric results dichotomously
Perform Gutmann analysis
Create developmental progression
Slide41Slide42What can you do with a developmental progression?
Get students to track their own progress
Show students what improvement looks like
Target teaching of new skills at the right level
Design ability based groupings and teaching material
Slide43Targeted teaching
Slide44Targeted learning
Rubrics diagnose student “zone of actual development” (ZAD)
Design individual interventions to target “goldilocks zone” or “zone of proximal development” (ZPD)
or group students who need similar interventions
Slide45Develops new ideas about threats to rainforests
Recognises individual talents in team to improve product
Analyses the threats to rainforests
Writes creative/ descriptive sentences
Uses professional looking visual style
Evaluates different concepts
Backs up proposal with data
Shares ideas with others in team
Describes facts about and threats to rainforests
Writes easy to understand sentences
Uses clear visual style
Uses geography concepts correctly
Proposes practical action
Works in a team
Lists information about rainforests
Communicates information
Communicates information
Uses geography key words correctly
Proposes action
Works by themselves
Knows content
Uses written communication
Uses visual communication
Uses terms and concept
Proposes action
Works in a team
Communicates
Design an activity to teach this skill
Slide46Creating targeted activities
Slide47Creating targeted activities
Slide48Creating targeted activities
Slide49Slide50Benefits
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 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
Slide51Advice
Start out slow
Critique existing rubrics
Try a rubric for
one
assignment
Do this with just
one
class
Create targeted activities just for
one skill on a rubric
Slide52support
Slide53SUPPORT
benlawless8@gmail.com
www.lawlesslearning.com/
This presentation: www.bit.ly
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