developing rubrics
DESCRIPTION
Developing RubricsTRANSCRIPT
DEVELOPING RUBRICS TO MEASURE WALTSMany thanks to the contributing authors and resources of ASCD
OBJECTIVES
WALT define WALT WALT create WALTs from Standards WALT judge if lesson activities are appropriate to reach the WALT objective WALT differentiate between 4 types of Rubrics (Classify Rubrics into one of
four types) WALT identify the elements of a quality Rubric WALT create Rubrics to measure WALTS
WALT
W A L T
We Are Learning To/That
The Basic TheoryConnie Moss & Susan Brookhart, ASCD 2012
“The most effective teaching and the most meaningful student learning happen when teachers design the right target for today’s lesson and use it along with their students to aim for and assess understanding.”
If we don’t aim for it how will we hit it? If we don’t identify it how will we aim for it?
What is Important?Anne Reeves, ASCD 2011
Teacher Performance vs. Student Learning Planning Activities to Engage vs. Planning Activities to Cause
Learning Completing an Activity vs. Assessing Learning
There is a clear shift in expectations for all educators. We must cause learning and have evidence that learning occurred.
EXAMINING YOUR PRACTICE ANNE REEVES, ASCD 2011
What assumptions about student learning underlie my choice of activities?
Can I explain the learning goals I have for my students? Do I explain to students the kind of thinking and intellectual skills
that my activities require? Am I confident that I am maximizing the development of long-
term skills and knowledge in each and every student?
More than an Instructional ObjectiveConnie Moss & Susan Brookhart, ASCD 2012
Objectives Guide Instruction Teacher point of view Activity based Unify learning across multiple
lessons/units Broad outcomes
Learning Targets Guide Learning Student point of view Outcome based Specific to Today’s Lesson What students will know and do at
the end of the lesson
EXAMPLE OF A LEARNING GOALROBERT MARZANO, IOBSERVATION
https://www.effectiveeducators.com/resource/show/4e2d99fd5d17508eb1089d99?popup=true&lookforId=4e2d9b125d17508eb1089ec8&title=Video
What is the learning goal? How does she communicate the learning goal? How is the learning goal different than an activity?
LEARNING GOAL OR ACTIVITY?ROBERT MARZANO, THE ART AND SCIENCE OF TEACHING, ASCD, PDINFOCUS
http://pdinfocus.ascd.org/Resource/Video/d627e2ab-f489-4aa7-891e-6458dd5bd674
Stop at 3:15
CREATE A LEARNING TARGET/GOAL/OBJECTIVE
Start with the Standards http://www.corestandards.org/read-the-standards/
Literacy Standard for Science CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and
technical texts. Unpack the standard.
What do students need to know and/or be able to do? Write WALT statements.
IMPORTANCE OF RUBRICS
Rubrics create the continuum toward the goal Rubrics allow you to compare work to the goal Rubrics make the goal public knowledge Rubrics make it safe to talk about the work not the worker Rubrics identify the next steps to take to improve performance
RUBRICS OR SCALESROBERT MARZANO, THE ART AND SCIENCE OF TEACHING, ASCD, PDINFOCUS
http://pdinfocus.ascd.org/Resource/Video/d627e2ab-f489-4aa7-891e-6458dd5bd674
Start at 3:15
TYPES OF RUBRICS/SCALES
4 Types of Rubrics Analytic Holistic General Task Specific
Advantages & Disadvantages of each?
EFFECTIVE RUBRICS
What are the qualities of an effective rubric/scale? Examine the Poor Example. How could we rewrite the rubric to make it effective?