KY Writing Project Conference September 2015 1 carolfrankseducationkygov rebeccawoosleyeducationkygov Sit with your grade level Our Targets I can design a quality rubric congruent to expectations of grade level standards ID: 630462
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Designing Standards-based RubricsKY Writing Project ConferenceSeptember 2015
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carol.franks@education.ky.gov
rebecca.woosley@education.ky.gov
Sit with your grade level. Slide2
Our TargetsI can design a quality rubric congruent to expectations of grade level standards.I have a fundamental understanding of how rubric development and use supports the student growth goal-setting process. Slide3
Rubric Design: A Recursive Process3Slide4
My example: From Enduring Skill to Grade Level Standards to Draft RubricEnduring Skill for Reading: Read and comprehend text at the high end of grade-level complexity. 4
Note: You may choose more than one enduring skill.
GL Standards Connections:
RF 3.4a RI 3.1
RF 3.4c RI 3.2Slide5
My example: from Enduring SkillRead and comprehend text at the high end of grade-level complexity.
RF 3.4a Read grade-level text with purpose and understanding.RF 3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary
RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea
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t
o
Grade Level Standards
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Below grade CLUESRead & comprehend below GL textBelow GL textwith prompting & support “ “
Retell details w/o explaining how they support the main ideaAbove Grade CLUES
Independently read & comprehend above GL text.
.. in above GL text.. and explain inferences... and summarize text
.. and explain multiple main ideas of a text
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Proficiency on grade level
Read & understand GL text.
Read w/purpose.
Use context for word recognition, to understand text.
Reread to comprehend.
Refer explicitly to text to answer questions.
Determine main idea.
Recount key ideas & details; explain how they support main idea.
INDEPENDENTLYSlide7
Activity: You Try It!from Enduring Skill to Draft Rubric Enduring Skill from Speaking & Listening Anchor Standard 1:
Prepare for and participate effectively in collaborative conversations.7
GL Standards Connections:
SpL
1
You will select a grade
level to work with for your draftSlide8
from Enduring Skill to Draft Rubric Study the related grade-level standard(s) to understand what students must know and be able to do in order to demonstrate proficiency.Look for clues in the
corresponding standards for previous and next grades.On chart paper, make 3 columns-
List in the center column what students should know and be able to do in order to demonstrate proficiency at the intended level of rigor in the standard
.List the expectations for the previous grades and the next grades
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Below grades CLUESRead & comprehend below GL textBelow GL textwith prompting & support “ “
Retell details w/o explaining how they support the main ideaAbove Grades CLUES
Independently read & comprehend above GL text.
.. in above GL text.. and explain inferences... and summarize text
.. and explain multiple main ideas of a text
9
Proficiency on grade level
INDEPENDENTLY -
Read & understand GL text.
Read w/purpose.
Use context for word recognition, to understand text.
Reread to comprehend.
Refer explicitly to text to answer questions.
Determine main idea.
Recount key ideas & details; explain how they support main idea.Slide10
from Enduring Skill to Draft Rubric Identify the important criteria to be included in the rubric in order to meet the expectations of the standard(s). Don’t leave out any key criteria even if it is hard to describe.
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Proficiency on grade level
INDEPENDENTLY -
Read & understand GL text.
Read w/purpose.
Use
context
for word recognition, to understand text.
Reread to comprehend.
Refer explicitly to text to
answer questions
.
Determine main idea.
Recount key ideas & details
; explain how they support main idea.Slide12
from Enduring Skill to Draft Rubric On the Draft Rubric Template:Add the criteria
you identified. Use your list to describe PROFICIENCY for each of the identified criteria.Name the performance levels.
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from Enduring Skill to Draft Rubric Fill in other performance levels ensuring parallel and concise languageConsider: Clues from previous & next grades’ expectationsWhat the standards assumes students already knowConsider language that:
Represents a continuum of learningScaffolds learning Represents less than qualityDefines beyond proficiency
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Use the Tool for Evaluating Instructional Rubrics to evaluate your work
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Peer conversationShare your draft rubric with another person. Listen for good ideas to refine your rubric.
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Next you would - Test your rubric with student workContinue to refine your rubric16Slide17
Engaging StudentsStudents rewrite rubrics in student-friendly languageStudents use models to identify criteria for qualityStudents analyze poor models using the rubric and identify how to improveStudents develop rubricsStudents use rubrics to provide peer feedback
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Rubrics and Student Growth Goal-SettingAn analytic rubric can help teachers combine multiple sources of data todetermine a baseline score for goal-settingdetermine if students met the goal at the end of the course, and formatively assess, provide feedback, and adjust instruction along the way
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Resources Jay McTighe’s Lumibook on PD360, Assessing What Matters Most (2013) (chapter 6)Stiggins, Arter, Chappuis & Chappuis, Classroom Assessment for Student Learning: Doing it Right – Using it Well (2006) (chapter 7)
Brookhart, Susan (2013) How to Create and Use Rubrics for Formative Assessment and GradingAndrade, Heidi G. Using Rubrics to Promote Thinking and Learning(Feb 2000)Educational Testing Service, Creating & Recognizing Quality Rubrics CD (2006)Analytic Rubrics, DePaul University Teaching Commons
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Targets & Take-a-waysI can design a quality rubric congruent to expectations of grade level standards.I have a fundamental understanding of how rubric development and use supports the student growth goal-setting process. Slide21
Please Complete Your Evaluation