developing rubrics

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DEVELOPING RUBRICS TO MEASURE WALTS Many thanks to the contributing authors and resources of ASCD

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Developing Rubrics

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Page 1: Developing Rubrics

DEVELOPING RUBRICS TO MEASURE WALTSMany thanks to the contributing authors and resources of ASCD

Page 2: Developing Rubrics

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

Page 3: Developing Rubrics

WALT

W A L T

We Are Learning To/That

Page 4: Developing Rubrics

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?

Page 5: Developing Rubrics

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.

Page 6: Developing Rubrics

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?

Page 7: Developing Rubrics

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

Page 8: Developing Rubrics

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?

Page 9: Developing Rubrics

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

Page 10: Developing Rubrics

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.

Page 11: Developing Rubrics

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

Page 12: Developing Rubrics

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

Page 13: Developing Rubrics

TYPES OF RUBRICS/SCALES

4 Types of Rubrics Analytic Holistic General Task Specific

Advantages & Disadvantages of each?

Page 14: Developing Rubrics

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?