FOLLOW-UP TABLE TALK:FACILITATING STRATEGIES 2, 3, AND 6 WITH

RUBRICS

March 18, 2014

Objectives:

I will be able to:• explain how rubrics can be used to facilitate

strategies 2, 3, and 6

• obtain quick strategies for implementation

• ask questions and brainstorm ideas concerning strategies 2, 3, and 6

The PLC Cycle:

The 7 Student-Centered Strategies of Formative Assessment

Strategy 2:Strategy 3:

Strategy 6:

Where Am I Going?

Where Am I Now?

How do I Close the Gap?

STRATEGY 2:

Use examples and models of strong and weak work

KEY IDEAS:• “Developing learning

goals in students

• Clarifying learning targets of all types

• Communicating targets to students” (Chappuis, 5)

Chappuis, Jan (2012). Getting started with seven strategies of assessment for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’

Classroom Conversation RubricHOMEWORK REVIEW

Skill-based Learning Targets: 1) I will be able to converse in Spanish.2) I will be able to explain and justify my answer.

EXTRAORDINARY I COULD BE BETTERCONTENT I identify and explain my

answer completely and clearly and explain why I arrived at that answer.

I identify my answer but I may not explain it complete or explain why I arrived at that answer.

LISTENING I listen to and understand my partner’s answer and provide feedback or ask a follow up question to my partner.

I listen to my partner’s answer but I do not give feedback or ask follow up questions.

Evaluate Models Using the Rubric

A B C

Mastered

This bulletin board has a clear theme, which is represented by a relevant yet simple design with one focal point (which is Humpty Dumpty). The yellow border is present and the edges are cleanly cut and posted. The words on the bulletin board are spelled correctly.

STRATEGY 3: Offer regular descriptive feedbackKEY IDEAS:• “Understanding the characteristics

of effective feedback

• Selecting feedback options suited to students’ grade level and kind of learning to be addressed

• Preparing students to give each other feedback” (Chappuis, 12)Chappuis, Jan (2012). Getting started with seven strategies of assessment

for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’

Using the Rubric to Provide Effective

Feedback

The technology learning curve

STRATEGY 6:

Teach students focused revision

KEY IDEAS:• “Keeping students in

touch with their growth.

• Providing time and structure for students to reflect on their learning.

• Offering opportunities for students to share their progress.” (Chappuis, 24)

Chappuis, Jan (2012). Getting started with seven strategies of assessment for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’

Using the Rubric to Zero-In on the Problem Area

STEPS:

1) Identify the problem & relevant portion of the rubric.

2) Complete activity designed to provide review of the missing skill/content.

3) Redo your work- make sure to correct all previous errors.

4) Resubmit your work.

Using the Rubric to Zero-In on the Problem Area in English

Despite repeated attempts, the student will not describe the characters. ..Making exposition (Characters) the problem area.

•Highlight descriptions in text

Identify character development with

classroom text

•Completed orallyCompare your

character development to that in the classroom text

•Revision & resubmitAdd descriptions,

thoughts, and actions to your work

The goal as defined by the rubric….

Focused practice to reach the goal

CHEMISTRY RUBRIC

Evaluating Sample

Solutions with Rubric Language

Using the Rubric to Zero-In on the Problem Area in Chemistry

Focused revision:

• Use your equalities handout to fill in the missing units on practice problems.

• Write the missing units in a new color into your original work & resubmit your work.

• Complete your next assignments with special attention to the units.

Using the Rubric to Guide Focused Revision

NEED TO BE HERE

YOU ARE HERE

• Strategy 2: Use examples and models of strong and weak work

• Strategy 3: Offer regular descriptive feedback

• Strategy 6: Teach students focused revision

• How have you used rubrics to model the learning target? …to communicate the expected vision of learning?

• How have you used rubrics to provide effective feedback?

• How could you adapt the Classroom Conversation Rubric example to fit your content?

• How have you guided student practice (on a previously identified area of weakness) with a rubric?

• What could you do to facilitate this process?

References

Chappuis, Jan (2012). Getting started with seven strategies of assessment for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’

Chappuis, Jan (2009). Seven strategies of assessment for learning. Boston: Pearson Education, Inc. 2009.’