Standards-based Assessment Vallorie Schlecht Technology Integration Specialist Tucson Unified School...

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Standards-based Assessment

Vallorie SchlechtTechnology Integration

SpecialistTucson Unified School District

Focus for Today Federal Legislation Traditional and

standards assessment

Explore use of rubrics Practical ideas for

recording assessment Reporting to Parents

The Clapping Institute

Volunteers 5 Clappers 3 Judges 1 Recorder 1 Escort

Clapping Institute

Volume

Appropriateness

Creativity

Clapping Rubrics

Volume 5 – Clapper carefully controls the volume of his/her clapping, taking all or many relevant factors into consideration

4 – Clapper does a good job of controlling his/her clapping volume, taking a few relevant factors into consideration

3 – Clapper does an average job of controlling his/her volume, taking at least o ne relevant factor into consideration

2 – Clapper appears to minimally control his/her volume, taking no relevant factors into consideration

1 - Clapper appears to be completely oblivious to the importance of his/her volume

Clapping Rubrics

Appropriateness

5 – Clapper’s style is excellent and completely appropriate, based on the described setting.

4 – Clapper’s style is mostly appropriate, based on the described setting.

3 – Clapper’s style is moderately appropriate, based on the described setting.

2 – Clapper’s style is inappropriate for the described setting.

1 - Clapper’s style is completely inappropriate for any setting.

Clapping Rubrics

Creativity 5 – Clapper demonstrates a style that, based on the described setting, is so creative it influences or engages other observers in some way.

4 – Clapper demonstrates a style that, based on the described setting, is fairly creative, but make no visible impact on the observers.

3 – Clapper demonstrates some creativity in his/her clapping style, though it is not based on the described setting.

2 – Clapper demonstrates very little creativity in his/her clapping style.

1 - Clapper demonstrates absolutely no creativity in his/her clapping style.

Why Standards-based Evaluation???

Standards in Arizona State Standards

Initiative No Child Left Behind Arizona LEARNS All instruction should

be based on the CORE Standards curriculum

Assessment alignment critical to standards implementation

No Child Left Behind Set academic standards High expectations Measure Student Progress

Test Students Tests aligned to the State Standards Gather test data Measure adequate yearly progress

Instruction based on gathered data Report Student progress to

Parents/Guardian

Traditional Grading

Traditional Grading

Uses A, B, C, D, F or E, S, N Directions are given for each

assignment Each assignment is given a numerical

evaluation by the teacher Scores are averaged and range applied Average determines grade on Progress

Report

Traditional Assessment Assumptions

Usually based on one evaluation of product by teacher

Bell Curve Some portion of children will fail Competitive Comparative

Traditional Assessment Assumptions

Paper and pencil End of lesson Answers are right or wrong

Problems Teachers consider many factors other

than academic achievement when assigning grades

Teachers weight assessments differently

Teachers misinterpret single scores on classroom assessments

Teachers determine assignments and tests and number of each

Alternative Factors in Grading

Grade Level Effort Behavior Cooperation AttendanceK (N = 79) 31% 7% 4% 8%1-3 (N = 110) 29% 8% 4% 8%4-6 (N = 158) 30% 8% 8% 10%7-9 (N = 142) 36% 10% 8% 18%10-12 (N =151) 36% 14% 9% 24%

Source: Marzano (1995b)Source: Marzano (1995b)

Standards-based Assessment

Finding Clear and Visible Targets

Standards-Based Evaluation Clear and specific observable

outcomes – connected to the CORE curriculum

Ungraded practice Criteria for evaluation present prior

to assignment Criteria explained in a rubric—a

scoring guide Student completes assignment

Standards-based Evaluation

Student work compared to criteria on rubric and score is given

Reteaching/Extensions Continue working toward

4 Reevaluation Trends used to determine

successful completion of standard and final progress report grade

Traditional vs. Standards-based

Thinking about Standards-based Assessment Concepts or skills are evaluated in

context Allows students to show learning over

time Observations Collections of work Performances Exhibitions Demonstrations

Thinking about Standards-based Assessment Good teaching and learning can

happen with or without formal grading

Stimulating, meaningful curriculum motivates students to work hard—grading alone may not

Students should not be graded during the learning process

Thinking about Standards-based Assessment Grades are somewhat

effective as incentives, but are almost never effective as punishment

Low grades cause most students to withdraw from learning

Reporting grades as averages is unfair

Thinking about Standards-based Assessment

Assessment methods that compare students to each other are not helpful for struggling students

Avoid grading curves A separate guide for

effort should never be given

Thinking about Standards-based Assessment

Evaluation methods should enable students, parents, and teachers to plan for improved outcomes on the next attempt

Students should be expected to continue working on a task until high-quality work is achieved

How does this look in my classroom??

Curriculum Alignment Identify the learning

objective Essential knowledge and

understanding Based on district/state

standards/competencies Design lesson around

objectives Select a performance

task that accurately measures performance in relation to objectives

Focus Questions Main things

students will learn Question format Clearly stated Grade-level

collaboration is ideal

Focus Question Example

1. How and why did people come to North America?

2. What evidence do we have for our theories?

3. How and where did the land bridge form?

Focus Questions Streamline the entire instructional

process Match the performance task to the

unit objectives Keep students focused on the

stated goals of the unit Give teachers a handle on the

amount of curriculum there it to cover

Standards-based Assessment Methods

Observation Systematic Record Let your students

know purpose and use

Tapes Easy to use

Standards-based Assessment Methods Performance

Assessments Performance of

learning in real life situations

Improvement to acceptable levels

Investment of time and guidance

Grading Performance

Grading Performance Tasks

Rubrics Brief outlines that

describe the content and quality needed to achieve a specific grade

Helps the grader determine the evidence of students’ understanding

Standards-based Assessment Methods Rubrics

Progresses from minimal through superior performance

Based on standards at PO level Created and presented before work

begins by teacher or students

Standards-based Assessment Methods Rubrics

Student-created rubrics are very effective

Self-assessment and peer-assessment can supplement teacher-assessment

Used to guide learning and promote improvement

Rubrics 4, 3, 2, 1 or other

system General vs. Task-

Specific Student work

compared to criteria on rubric and score is given

Student works to correct mistakes

Sample Rubric for Goldilocks

Happy Face Three pictures show

what Goldilocks does at the beginning, middle and end of the story.

Pictures are in order There are three

colors.

Straight Face Something is missing. Pictures are out of

order. There are only one or

two colors.

 Figure One

RUBRIC FOR AN INVENTION REPORT

Criteria 

Quality

 Purposes

The report explains the key purposes of the invention and points out less obvious ones as well.

The report explains all of the key purposes of the invention.

The report explains some of the purposes of the invention but misses key purposes.

The report does not refer to the purposes of the invention.

 Features

The report details both key and hidden features of the invention and explains how they serve several purposes.

The report details the key features of the invention and explains the purposes they serve.

The report neglects some features of the invention or the purposes they serve.

The report does not detail the features of the invention or the purposes they serve.

 Critique

The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved.

The report discusses the strengths and weaknesses of the invention.

The report discusses either the strengths or weaknesses of the invention but not both.

The report does not mention the strengths or the weaknesses of the invention.

 Connections

The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.

The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.

The report makes unclear or inappropriate connections between the invention and other phenomena.

The report makes no connections between the invention and other things.

http://www.middleweb.com/rubricsHG.html

Rubrics

General rubrics have a place, but are often too ambiguous to be very effective

Task Specific Rubrics Demystify the

grading process Quality and

quantity Observable

outcomes Directly related to

the focus question Build on one

another

Clean Your Room Fully Accomplished: 2 am Substantially Accomplished:

Midnight Partially Accomplished: Must clean

better before you can go out No Progress: Stay home with Mom

and Dad

Write a rubric for a

4 Groups4 Groups

Rubric Scoring Continue working

toward 4 Level of mastery of

the standard determines final grade

Trends – Marzano’s Power Law of Learning

Thoughts to Consider Value the

discussion Start with simple

rubrics Only use rubrics

with major projects or activities

Start with your strength

Thoughts to Consider Work with

another teacher Be patient.

Rubrics don’t have to be perfect!

It is easier the next time around

Rubrics Become Road Maps Students understand the language

and its meaning Students realize the impact that

learning the material will have on the outcome of their performance task

Have a plan of action for performance

What are the Benefits???

Benefits of the Model Clarifying instructional objectives

provides structure for students Focus questions make instructional

choices easier Student discussions and self-

reflections provide the teacher with useful feedback about instruction

Benefits of the Model

Increased student engagement increases student motivation and participation

Observing students during peer assessment provides valuable insights regarding student learning and group interaction.

Rubrics can Help teachers define excellence

and plan how to help students achieve it.

Communicate to students what constitutes excellence and how to evaluate their own work.

Communicate goals and results to parents and others.

-- Herman, Aschbacher, and Winters (1992)

Rubrics can Help teachers or other raters be

accurate, unbiased and consistent in scoring.

Document the procedures used in making important judgments about students.

-- Herman, Aschbacher, and Winters (1992)

Using Standards To Evaluate Student Growth

Determining Grades Standards become the

criteria for performance assessment

Focus on Competencies taught that quarter

Power standards Use ADE Performance

Descriptors as a guideline

                                         

Determining Grades Achievement

Factors Subject-Specific

Content Thinking and

Reasoning Skills General

Communication Skills

Determining Grades Nonachievement

Factors Effort

Participation Work Completion

Behavior Following rules Teamwork

Attendance Tardiness Absenteeism

Tracking Performance

From Activities to Competencies

Tracking Performance

Green Grade Book Excel Spreadsheet Making the Grade Performance

Objective Checklists

New district template

Your own method

http://instech.tusd.k12.az.us/checklist/checklist.htm

Competency

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John Adames 2 3 3 3 3 4 3 3 3Suzy Marienta 3 3 2 2 3 3 2 3 3Mary Smith 3 3 3 3 3 3 4 4 4Victoria Kiser 3 4 3 4 3 4 3 2 3James Bryant 3 3 3 2 3 3 3 3 3Johnnie Latham 2 1 2 2 2 2 2 3 2Pablo Pizzaro 3 2 2 2 2 3 ab ab 3Jackie Evans 1 2 2 2 3 2 3 2 2Jennifer Datus 3 3 3 3 4 3 3 3 3Michael Wrook 3 3 3 3 2 3 3 1 3John Stewart 3 3 ab 2 3 2 2 3 3

Reading 3rd QuarterUse reading strategies such as making inferences and

predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions and determining

author's purpose and perspective to comprehend written selections. (R-E2)

Identify the author's purpose, bias, position and strategies in a persuasive

selection. (R-E4)

Standards-based Assessment Methods

Portfolios Collection of work

over time Emphasize

strengths Illustrate how they

learn rather than what they know

Regularly scheduled work times

Talking with Parents

Communication Parent Forum Parent Brochure Standards

Monthly/Weekly Newsletters

Beginning of the Year

At Progress Report time

Grading Policy

Talking Standards Conferences

What are the standards? Articulate what is being taught Provide information as to how well

the student has mastered the content Discuss strengths and weakness Indicate how future growth will be

supported

Talking Standards Classroom

Posting objectives Delineating criteria for assignments Use of Rubrics Going for the Gold

Questions

Vallorie SchlechtEducational Technology

225-6278vallorie.schlecht@tusd.k12.az.

us

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