1 ©2007 Ball State University Food for Thought…. “Not everything that counts can be counted, and not everything that can be counted counts.” - Albert Einstein,

1©2007 Ball State University

Food for Thought….

“Not everything that counts can be counted, and not everything that can be counted counts.”

- Albert Einstein, sign hanging in Einstein's office at Princeton


Goals for EPIC Workshop 2

• Review Stage 1• Assess draft of your Stage 1 of your unit• Post your unit in Draft Units subcategory of

EPIC Knowledge Base in smartDESKTOP• Know how to use smartDESKTOP to post and

respond to questions• Prepare for Stage 2 and practice with rubric

development• Get ready for March and April!


Stages of EPIC:

Stage 1: Identify desired results (Workshop 1)

Stage 2: Develop assessments (Workshop 2)

Stage 3: Design learning plan (Workshop 3)

Stage 4: Analyze assessment evidence

Stage 5: Revise and disseminate curriculum


The EPIC Model

smartDESKTOPsmartDESKTOP

2. Develop 2. Develop AssessmentsAssessments

1. Identify 1. Identify Desired Desired ResultsResults

3. Design 3. Design Learning Learning

PlanPlan

5. Revise / 5. Revise / DisseminateDisseminate

4. Analyze 4. Analyze EvidenceEvidence

Six Facets of Six Facets of UnderstandingUnderstanding

At Least ONEAt Least ONECurricularCurricular

UnitUnit

Big IdeasBig Ideas

rGraderGrade

Implement Implement UnitUnit


EPIC Model in Action

2. Develop Assessments

Six Facets of Six Facets of UnderstandingUnderstanding

1. Identify Desired Results

Big IdeasBig Ideas

4. Analyze Evidence

rGraderGrade

3. Design Learning

Plan

Implement Implement UnitUnit

5. Revise / Disseminate

smartDESKTOPsmartDESKTOP

Rubric DesignRubric Designand Standardsand Standards

OngoingOngoingCollaborationCollaboration


1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

UbD’s “Backward” Design as Basis for EPIC Stages 1-3

© 2002 Grant Wiggins & Jay McTighe


Stage 1 Rubric


Clarifying Content Priorities

Worth BeingWorth BeingFamiliar WithFamiliar With

Important toImportant toKnow and DoKnow and Do

EnduringEnduringUnderstandingsUnderstandings

© 1998 Grant Wiggins and Jay McTighe


Stage 1: Identify desired resultsKey: Focus on Big ideas– Enduring Understandings: What specific insights about big

ideas do we want students to leave with?

– What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?

– What should students know and be able to do?

– What content standards are addressed explicitly by the unit?

© 2002 Grant Wiggins & Jay McTighe


Stage 1: Identify desired results

Key: Focus on Big ideas– Enduring Understandings: What specific

insights about big ideas do we want students to leave with?

• Students will understand that the settlement of the West threatened the lifestyle and culture of the Native American tribes living on the plains.



Key: Focus on Big ideas– What essential questions will frame the teaching

and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?

• What happens when cultures collide?



Key: Focus on Big ideas

– What should students know and be able to do?

• Key factual information about the current status of the Native American tribes who were impacted by the Westward Expansion.

• Use research skills to uncover information about the current lives of the Native American tribes.



Key: Focus on Big ideas

– What content standards are addressed explicitly by the unit?

5.5.3--Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States


Assessing your Stage 1 Drafts

• Use Stage 1 rubric (see handout)


Discuss Stage 1 Drafts


Working with SmartDESKTOP

• Follow along in handout• You’ll practice uploading to the EPIC

Knowledge Base• www.smartdesktop.org


Break!


EPIC Stage 2: Developing Assessments


Professional Quiz

1. How do you put a giraffe into a refrigerator?


2. How do you put an elephant into a refrigerator?


3. The Lion King is hosting an animal conference. All the animals attend except one. Which animal does not attend?


4. There is a river you must cross. But it is inhabited by crocodiles. How do you manage it?


Responses from SmartDESKTOP


What should count as evidence of learning? Of understanding?

“I feel that any verbal, written, pictorial, role playing activity can all be excellent ways for children to express, explain, and examine their own thinking…”


What should count as evidence of learning? Of understanding?

“…. Another avenue is how they apply that knowledge in other content areas…”


How can we maintain standards without standardization?

“The standards are like a grocery list…Students are not pieces of cardboard or cookies. Each group has definite needs. It seems to me that when we cease to be creative we cease to choose true learning, differentiated for a specific unique group of students who are with us today.”


How can assessment promote learning, not simply measure it?

“I think that when students are aware of the rubric by which their learning is being measured, that they can assess their own learning…”


Promoting Learning, continued

“…As the student is challenged to meet the most proficient level, learning can be enhanced. No longer is the “grade” a mysterious number assigned at the end of an assignment. Having a rubric at the beginning, puts the students in charge of the level of learning. The student can choose how well, or how poorly they do.”


Curricular Prioritiesand Assessment Methods

© 1998 Grant Wiggins and Jay McTighe

Worth BeingFamiliar With

Important toKnow and Do

EnduringUnderstandings

Performance Tasks and Projects

•Complex•Open-ended•Authentic

Traditional Quizzes and Tests•Paper and pencil•Selected response•Constructed response


Thinking Like an Assessor

Place UbD Stage 2, determining acceptable evidence, before UbD Stage 3, planning teaching and learning activities

Build towards a “…preponderance of evidence to convict students of learning!”


Results of Assessment Survey

• Most used:– Informal observations of students– Short answer responses to prompts

• Least used:– Extended written responses– Long term, authentic assessment projects– Student self-assessments


Principles of Effective Assessment1. Consider photo albums versus snapshots

2. Match the measures with the goals

3. Form follows function


Learning Log:Westward Movement Unit

– Data charts– Quickwrites– Simulated diary from novel– Simulated journal from “Indian Chiefs” – Venn Diagrams: Why people move?– Reflections

Photo Album:


Perspective of pioneer or Native American

Persuasive WritingPhoto Album:


Performance Task Using GRASPS

(G) A real-world Goal

(R) A meaningful Role for the student

(A) Authentic real-world Audience

(S) A contextualized Situation that involves real-world application

(P) Student-generated culminating Products and Performances

(S) Consensus -driven performance Standards (criteria) for judging success

Photo Album:


Impact of the Westward Expansion on the Pioneers (may be included in the museum display performance task that follows)

Performance Task Scenario 1Photo Album:


(G) Your task is to research and deliver information about how the pioneers adapted to meet basic needs

(R) You are a member of the Larkin’s wagon train (from Daily Life in a Covered Wagon)

(A) The audience of this scenario will be a friend “back east.”

(S) You miss your best friend “back east” and want them to know what has happened since you left and how you are doing.

(P) You will write a friendly letter to a friend “back east” describing your life on the wagon train and the prairie. Tell about your hopes and dreams, and then explain what life on the frontier is really like, focusing on basic needs and survival.

(S) The students’ friendly letter will be judged according to a rubric.


• Quizzes (vocabulary word match)• Tests

TraditionalPhoto Album:


• Open-mind portrait • Sketch-to-stretch• Quilt square• Students select a way to visually represent

the key info from “Daily Life in a Covered Wagon” (e.g., web, outline,etc.)

Visual RepresentationPhoto Album:


• Who were the winners and who were the losers in the settlement of the West?

DebatePhoto Album:


• What are you most proud of?• How does what you learned connect with

other learning?• How has what you learned connect to other

learning?• (refer to pages 79-80 in “Integrating” for

additional self-assessment questions)

Self-Assessment Photo Album:


• Refer back to essential questions and respond:– To what extent do you have the pioneer spirit?

ReflectionPhoto Album:


Practice

• Use workbook page 148 “Collecting Acceptable Evidence”






1. Declarative Knowledge: What students should know and understand• e.g. Vocabulary word match

2. Procedural Knowledge: What students should be able to do and understand• e.g. Venn diagram

3. Dispositions: what attitudes or habits of mind students should display • e.g. Persuasive writing

3 Types of Educational GoalsMatch to Goals:



1. What is the difference between knowing and understanding?

2. How will we know that students truly understand the big ideas that we have identified?

3. How might we allow students to demonstrate their understandings in diverse ways without compromising standards?

Assessing UnderstandingMatch to Goals:


1. Explain (write a letter to a friend back east)

2. Interpret (open-mind portrait)

3. Apply (create a museum exhibit)

4. Perspective (debate)

5. Empathy (simulated journal entries)

6. Self-Knowledge (reflection on pioneer spirit)

Six Facets of UnderstandingMatch to Goals:


Practice

Use workbook page 166 “ Brainstorming

assessment ideas using the 6 facets of

understanding

Refer to pages 156-158 for examples






Form Follows Function

1. What are we assessing?

2. Why are we assessing?

3. For whom are the results intended?

4. How will the results be used?


1. Assess Before Teaching (anticipation guide)

2. Offer Appropriate Choices (museum artifacts)

3. Provide Feedback Early and Often (duh)

4. Encourage Self-Assessment and Reflection (students respond to rubrics)

Classroom Assessment PracticesForm Follows Function:


Practice:Evaluating Performance Tasks

• With a partner evaluate the performance task samples on either WB page 168 or 169

• Take notes on WB page 167• After 15 minutes, we’ll share large group• Refer to WB page 142


Practice:Generating a Performance Task

• Use WB page 204 as a guide as you complete WB page 166

• Refer to Westward expansion performance tasks page 6-7 in model

• Refer to WB page 172-174 to draft an idea for a performance task using GRASPS handout


GRASPS

(G) A real-world Goal

(R) A meaningful Role for the student

(A) Authentic real-world Audience

(S) A contextualized Situation that involves real-world application

(P) Student-generated culminating Products and Performances

(S) Consensus -driven performance Standards (criteria) for judging success


Break!


EPIC Stage 2: Building Rubrics in rGrade


Practicing Rubrics

• See Whining Rubric


Types of Rubrics

• Holistic Rubric (ISTEP writing, WB p. 182)• Analytic Trait Rubric (WB p. 183)


Flawed Rubric Activity

• Look at rubric on WB page 196 and identify flaws in the rubric and suggest ways to improve it.


Tips for Designing Effective Scoring Tools • Refer to WB p. 195• Refer to WB pages 208-210 for frequently

asked questions regarding Stage 2


Overview of rGrade in EPIC

• EPIC participants will use rGrade to develop rubrics and assess student learning

• Analysis tools in rGrade help improve rubrics and curriculum

• You can use rGrade for other assignments as a digital grade book

• Standards and other frameworks are built in to rGrade


rGrade is…• An assessment system that brings multiple forms of

evidence into every everyday instruction (Photo Album)

• A standards alignment system for curriculum development and assessment of student learning in relation to standards or other educational frameworks (Match to Goals)

• A digital gradebook using rubric-based or non-rubric assignments that permits analysis of student performance (Form Follows Function)


Rubrics as Building Blocks

• Teachers can design and share rubrics

• rGrade’s rubrics are interactive and “live” data entry devices

• Rubric assessment blends with traditional course grading


rGrade Home


Courses Module

Create courses for class periods


Course Assignments


Rubrics Module

• Personal Rubrics

• Shared Rubrics


rGrade Rubrics

Teachers can edit and configure rubrics for any assessment


rG Assessment Modes

rGrade has multiple views of assessment inputs and information.


Strengthening Performance Assessment: The Goal


Let’s Go Practice!


Getting Started with rGrade: Step By Step

1. Create a rubric

2. Create a class and roster

3. Create an assignment, attach a rubric

4. Assess students in rG Mode

5. Analyze outcomes


Logging in to rGrade

• Find the link to rGrade from the EPIC web site or go to www.rgrade.org/epic

• Your username is your your first two initials + your last name, unless specified otherwise

• Passwords are provided in workshop

http://www.rgrade.org/epic


rGrade Home Page


Creating Rubrics: Steps

1. Deciding/defining your columns

2. Creating rows and cells

3. Setting your metrics

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.


Rubrics Home Screen


Decide on Column Names

• This is the set of column names that will define your rubric’s performance levels.

• You can create your own if you want


Create Your Own Columns (optional)

Give it a name and description


Create Your Own Columns, Step 2• Start adding columns, starting with the

lowest (leftmost) column first• Abbr. is the 1-3 character short name• Long Name is the more descriptive name• Match Points to Order for now


Creating a Rubric


Initial Settings

1. Set discipline to none for now

2. Choose your column set

3. Give it a name and description

Click p-level icon to see the information about the selected column set.


Creating the Rubric Content

• Wait on the Thresholds, Click Values, and Row Points; We’ll talk about those later.

• Let’s focus on row text


Overview of a Rubric


Components of Rubric Rows

• Row Short Name• Row Long Name• Cell Text


Row Short Name

• Required!• This is the displayed name of the rubric row used

when assessing in rG Mode (described later in this document).

• Use one to three words here.


Row Long Name

• This is the full description for the row.• Displayed in wide view of rG Mode


Row Long Name, cont.

• Some teachers use standards text for the row long name. That’s OK but make sure to formally align rows to standards using the standards tool.


Cell Text

• The Cell Text fields are provided for each level selected.

• You can edit these later


Setting Rubric Metrics

• Various numeric settings that enable a rubric to execute the measurement choices of the teacher in relation to the rubric

• Can be complex at first because of the many options teachers have

• Requires teacher to translate his or her summative grading logic so the formative instrument (the rubric) can work.


Reviewing How it Works

With each click of a radio button, the rG Mode talks to the rubrics metrics to calculate and overall “statement” of quality based on the percent score.


Seeing the actual values (in assignment settings)


Threshold Values

• Used to calculate the summary assessment. • The values entered define the maximum value for a score in that

column. • For most assessments, use percent values here that represent your

grading scale. • In the example above, any score below 70% will be determined to

be “Below Standard”.


Click Values

Click Values represent the convenient values within the threshold range that you want as the default value (relative to the possible row points—see below) submitted for the row score.


Row Points

Determines the points per row, which will be factored in relation to the column percents later.


Save Changes After Each Row!

• Save changes save all row edits and other changes to the metrics.

• A new blank row will be displayed for you to keep adding rows.

• A blank will always be available, up until you store assessments that use the rubric, at which point the ability to add more rows will be locked.


Courses Module

• Current Semester Courses



Creating a course


Course Roster Teachers can add students or import them

The roster page also serves as a general purpose gradebook for the class.


Creating Assignments

1. Defining an assignment group

2. Initial Settings

3. Attaching the rubric

4. Confirming Rubric Metrics


Course Assignments


Assignment Creation


Assignment Settings


Assessing Students

• Click on the rG button from whatever context you see it: Course, student, assignment


rG Assessment Modes

• Use this mode when you are ready to assess student learning

• “Pod” mode displays the small view of the rubric next to the artifact, assignment, or standards details

• Full Rubric Mode displays all the rubric row inputs concurrently (only for rubric-based assessments)

• Switch between modes with one click:QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.


rG Pod Mode

• Views of the assignment details, rubric, and standards are displayed on the right.


rG Full Rubric Mode

Enter row scores and comments in any row at the same time. Switch modes here.


Summary Assessment

• The summative result of a rubric-based assessment

• Overall valuation (ordinal, categorical, etc.) and/or percent.

• The outcome communicated to programs

• Overall outcome is calculated based on rubric thresholds set by instructors


Analysis Tab

• Alignment reports show relationships of standards and metadata to curriculum

• Performance reports show aggregate student outcomes


Performance of a Rubric


Associating Standards

Standards can be added to rubric rows, assignments, and courses. In this view, three standards are associated to two rubric rows.


Returning to this point…

1. Log in2. Go to courses3. Select course4. Choose rG point of entry:

Course, Assignment, Roster

5. Switch between rG Modes:Pod or Full Rubric

6. Assess students7. Analyze results



Documents

1 ©2007 Ball State University Food for Thought…. “Not everything that counts can be counted, and not everything that can be counted counts.” - Albert Einstein,