ecis standards-based assessment pre-conference
TRANSCRIPT
Please create a new table group for your work today.
Morning Agenda for Day 29.00 to 10.15Feedback on the FeedbackRubrics
The difference between achievement and habits of learning
School-Division-Department-Assessment
10.15 to 10.30Break
10.30 to 12.00Working with Rubrics
Afternoon Agenda for Day 21.30-2.30Professional JudgementTriangulating the Evidence
2.30 - 3:30Break and Work Time
Feedback on your Feedback Ideas
Feedback
Questions
Thoughts
Your questions re: monitoring
● How do you ensure all teachers follow the same approach to grading?
● What does monitoring or the policy/implementation look like?
● How do you apply some of these practices to an evaluation process in a positive, non-threatening way?
Response re monitoring
1. Have clear expectations and share verbally and written down.
2. Use a Teacher Appraisal system
Your Wishes
“More concrete examples of what an assessment policy would look like in reality.”
On the back table, there are several examples to browse while you are here. With the ECIS presenter materials, we will include electronic copies.
Your Wishes
“Examples of how to report “grades” from standards-based assessments”
Alison’s middle school grading standardsShary’s rubric for learning behaviors and academic achievement
Your Wishes
“How to help teachers with the process of aligning assessments to objectives”
Tap collective expertiseGroup share-outRubric workshop next
Your Wishes
“Can we get clarification on the rubric? Does criteria = 5?”→ Criteria are in the column beneath it: “The standards are clearly stated.” “The standards are aligned to the assessment.”→ The 5, for example, is the score described by the descriptor / qualifier (text in the row of the given criteria)
Your Wishes
“Better definition of standards vs. benchmarks and skills and benchmarks as they relate to overall understandings of unit”
→ see following 3 slides
Definition: learning objectives
Learning objectives are statements about what your students will come to know, understand and be able to do following instruction.Learning objectives come from your standards & benchmarks, content, skills, enduring understandings/big ideas and essential questions.Learning objectives drive assessments, providing sharp focus for the unit.
AERO Social Studies
By the end of Grade 8 » People, Places and Environment {domain}
→ Students will understand the concepts of geography and demography and how geography and demography influence and are influenced by human history. {K-12 standard}
→ Evaluate conventional and alternative uses of land and water resources in the community region and beyond. {G8 Benchmark}
Common Core Math
Grade 6 » The Number System {domain}
→ Compute fluently with multi-digit numbers and find common factors and multiples. {K-12 standard}
→ Fluently divide multi-digit numbers using the standard algorithm. {G6 Benchmark}
Rubrics Part 3:
Essential Questions:
1. How do I align rubrics?
2. How do I align assessments to my standards rubrics?
Photo Credit: echerries via Compfight cc
Purposes of Rubrics:
1. Teachers are clear on expectations
2. Students understand where to go and how to get to the end
3. Parents know their student got it
http://www.tubechop.com/watch/4118479
Achievement VS Approaches to Learning
Achievement:● standards● knowledge, skills,
understanding-content● higher level thinking
skills● application of knowledge
and skills● communication
Habits/Behaviors towards learning:● perserverence● deadlines● work● effort● engagement
Break them Up and then Align!!
School Wide and/or Division General Rubric
Department or Grade Level Rubric
Assessment Rubric
Franconian International School
Humanities Department Summative Grade Levels G6-12
Adopted 2013
Wiggins, Grant. "Intelligent vs. Thoughtless Use of Rubrics and Models (Part 1)." Granted, And....thoughts on Education. N.p., 17 Jan. 2013. Web. 20 Nov. 2014. <http://grantwiggins.wordpress.com/2013/01/17/intelligent-vs-thoughtless-use-of-rubrics-and-models-part-1/>.(Part 2) http://grantwiggins.wordpress.com/2013/02/05/on-rubrics-and-models-part-2-a-dialogue/
Department Aligned to Division RubricMS AchievementProficient (5) Consistently:● Understands and applies the knowledge, skills and concepts of the standards
in familiar situations.● Provides evidence of analysis and synthesis where appropriate
MS Math: Knowledge and UnderstandingProficient (5) ● The student shows a broad knowledge and good understanding of the subject.● Usually can adapt to most unfamiliar situations.● Usually uses appropriate mathematical symbols, notation and terminology.
Assessment aligned to department rubric
FIS Humanities Department achievement rubricLevel 6
● The relationships among ideas are consistently clear, due to organizational and developmental principles
● Ideas are organised and prioritised according to significance and conveyed to the reader showing signs of moving beyond the concrete to the abstract
FIS Grade 9 History assessment rubricScale Level 2
● The relationships between ideas are structured allowing convincing argument to be constructed though not all factors explicitly developed
● Mainly relevant analysis/explanation leading to prioritisation of analysis into a conclusion, though areas of imbalance are present
Does your assessment match your department standards rubric?
Using a rubric from your own practice, review and reflect on how it aligns to the department and/or division/school rubric
• is the scale the same• vocabulary• level of proficiency• student language or teacher language• would a parent understand it
General Division Rubrics and Departmental Standards Rubrics
1. Does your school have general description rubrics?2. Do the departmental standards rubrics align to the
general division rubrics?If yes--how do you ensure that they remain aligned and are being used
If not--what is your plan to move the process of alignment forward?
Round Robin Share-outWhat have you done?
Photo Credit: Steve took it via Compfight cc
JudgementPart 4:
The Role of Professional Judgement
Photo Credit: Joe Gratz via Compfight cc
Essential Questions
1. What is Professional Judgement?
2. How do I use it?3. Where and what is the
evidence?
Professional Judgement is:
“Decisions made by educators, in light of experiences, and with reference to shared public standards and established policies and guidelines.”
Cooper, D. 2011. Redefining Fair. Solution Tree, Bloomington, IN.
Subjectivity
● the test questions we select
● the assignments we give
● the way we grade● the evidence we
collect
Objectivity
● standards● clear learning
targets○ detailed knowledge
skills, understandings● clear assessment
and grading procedures
Objectivity and Professional Judgement
“Even a score on a math quiz isn't "objective": It reflects the teacher's choices about how many and what type of questions to include, how difficult they should be, how much each answer will count, and so on. Ditto for standardized tests, except the people making those choices are distant and invisible.”
Kohn, A. 2012. “Schooling Beyond Measure.” Education Week Online. Sept. 18th
How to make professional judgement reliablePractice!!!
● Moderate student work with your colleagues● Construct criteria about quality as a team● Score the work together and check for inter-rater
reliability● Gather evidence
Email address harvest for shared folder of resourceshttp://goo.gl/jBmQiH
Moderation protocol● Individually read through the rubric● Look at the assessment
○ does the assessment align to the rubric?● Individually score the student work for each criteria● Discuss as a full group why you scored the way you
did● Come to an agreement as to the score and the
expectations in that level
Objectivity and Professional Judgement“All scoring by human judges, including assigning points and taking them off math homework is subjective. The question is not whether it is subjective, but whether it is defensible and credible. The AP and IB programs (are) credible and defensible, yet subjective. I wish we could stop using that word as a pejorative! So-called objective scoring is still subjective test writing.”
Grant Wiggins, January 19, 2000 answering a question on chatserver.ascd.org
What do YOU think?● In what ways are you objective?● In what ways do you use your Professional
Judgement?● When you score or grade--do you have the
evidence to use both?
10/2--take 2 minutes to talk to your elbow partner and explain OR reflect on your own
And what about EVIDENCE?Triangulate
TriangulateTriangulate
Data TriangulationA process of combining methodologies to strengthen thereliability of a design approach; when applied to alternative assessment● Triangulation refers to the collection and comparison of data or
information from three different sources or perspectives. (COP for example conversations, observations and products)
Anne Davies COP Assessment Triangulation
Anne Davies COP Assessment Triangulation
Evidence is gathered everywhereFormative Assessments and feedbackSummative Assessments Observations and DiscussionsProductsProcessStandardized TestsAnecdotal notesRunning Records
So how much is enough?
Has the spirit of the standard been met with at least 3 pieces of evidence? 4? 5?● what are the pieces of evidence?● grading and assessment policies and
practicesThink, Turn, Talk
What is your practice?
Consultative Protocol6 people sit in a circleOne question is readThe 6 people in the circle talk about itIf you are sitting at a table, you can tap someone on the shoulder who has already spoken and take their place
We will rotate through your questions
Consultative Protocol1. How can we make this a priority when we have many
other ‘weeds’ to focus on equally?2. How does the organization of school leadership help or
hinder the process of adopting grading policies?3. How do I, as a teacher, spark discussions on
assessment when the director of learning doesn’t?4. How do I change a grading policy that is broken? 5. How do we facilitate support of re-takes, etc.?
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