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Are We Focusing on Learning?

A Solution Tree Event

Designed and Facilitated by Cassandra Erkens

[email protected] Twitter: @cerkens #ATAssess

Become a Model PLC School! (Ask me how.)

Focus on Learning, p. 2 © C. Erkens, 2018

Professional Learning Communities at Work ™

Definition “The official definition of a professional learning community is ‘an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.’ . . . the PLC process is a never-ending process in which educators commit to working together to ensure higher levels of learning for every student. They achieve this outcome by learning together about the best practices proven to increase student learning, applying what they learned, and using evidence of student learning to make decisions and revisions in practice to help even more students learn at higher levels.” Mattos, et. al., 2016. pp. 5 – 6.

Fundamental Assumptions

§ We can make a difference: Our schools can be more effective. § Improving our people is the key to improving our schools. § Significant school improvement will impact teaching and learning.

3 “Big Ideas” of Being a PLC

1. Focus on Learning We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

2. Collaborative Culture We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high performing teams.

3. Focus on Results We assess our effectiveness of achieving high levels of learning for all on the basis of results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use that information to promote continuous improvement.

Four Key Questions

§ What is it we expect our students to learn? § How will we know when they have learned it? § How will we respond when they don’t learn? § How will we respond when they already know it?

DuFour, DuFour & Eaker © 2008 Solution Tree


6 Essential Characteristics of Being a Professional Learning Community

• Shared mission, vision, values, goals

What distinguishes a learning community from an ordinary school is its collective commitment to guiding principles that articulate what the staff of the school believes and that govern their actions and behavior.

• Collaborative teams Professionals in a learning community work in teams that share a common purpose. They learn from each other and create the momentum that drives improvement. They build within the organization the structure and vehicles that make collaborative work and learning effective and productive.

• Collective inquiry People in a learning community relentlessly question the status quo, seek new methods of teaching and learning, test the methods, and then reflect on the results.

• They reflect publicly on their beliefs and challenge each other's beliefs. • They share insights and hammer out common meanings. • They work jointly to plan and .test actions and initiatives. • They coordinate their actions, so that the work of each individual contributes to the

common effort.

• Action orientation/experimentation Members of professional learning communities constantly turn their learning and insights into action. They recognize the importance of engagement and experience in learning and in testing new ideas.

• Commitment to continuous improvement Members of a learning organization are not content with the status quo and continually seek ways to bring present reality closer to future ideal. They constantly ask themselves and each other:

• What is our purpose? • What do we hope to achieve? • What are our strategies for improving? • How will we assess our efforts?

• Results focus

Professionals in a learning organization recognize that no matter how well intentioned the efforts, the only valid judgment of improvement is observable and measurable results. Assessment and re-evaluation are the keys to continued improvement.

DuFour, DuFour & Eaker © 2008 Solution Tree


Assessment practices must build hope, efficacy, and achievement for learners and teachers.

Today’s Assessment Systems For the full article, visit the Solution Tree blog Snow Sharks by Cassandra Erkens. http://www.solution-tree.com/blog/snow-sharks/ As we go through the content, see if you can identify strategies or tools that we would need to create or use to better support our values. Use the space provided for your notes.

What we value

What we do (that counters our values)

What we need to do (to support our values)

Motivation

• Uphold the system of age-based advancement

• Offer ‘one size fits all’ assessments

• Provide “Google like” practices: Homework, worksheets, & packets

Perseverance and Precision

• Design assessments for ‘one and done’

• Teach by unit and disconnect core processes that develop over time

• Block revisions after completion • Grant partial credit for revisions

Risk Taking and Productive Failure

• Engage learners in raising hands for responses based on right/wrong answers

• Avoid addressing wrong answers • Document all work – even early

stages of learning • Average grades over time

Academic Achievement

• Determine by grades that are rife with inconsistencies

• Use faulty algorithms to determine final outcomes

• Create tracks that guarantee some will not be successful

• Celebrate the elite

Responsibility • Confuse ‘responsibility’ with ‘compliance’

• Require timeliness but not learning • Use penalties as a curriculum to

teach responsibility • Neglect to require follow through


More than a Numbers Game • 12/15 • Cut Score 80% • 100 Point Scale • 4 levels of proficiency / 5 point rubric • Point Accumulation • Valedictorian (who’s better?)

Is 12/15 (80%) Passing? Assessment Blueprint: 15 points

Test construct Learning Target 1 Learning Target 2 Learning Target 3 DOK 1: Identify #1

MC #6

T/F #11

Label

DOK 1: Describe #2

Short Answer

#7

Short Answer

#12

Short Answer

DOK 2: Compare #3 Analogy #8 Match #13 Venn DOK 2: Interpret #4

Data Chart Labels

#9

Short Answer

#14

Data Chart Labels

DOK 3: Construct #5 Create Model

#10 Argue with

Evidence

#15 Critique

All earned 12 / 15: *check the number right per target *check the DOK levels of the numbers missed

Students 3 Wrong: Did this learner pass? Explain your thinking:

Student 1 #13 #14 #15

Student 2 #5 #10 #15

Student 3 #1 #9 #12


What’s the difference between remembering and learning? What does deep learning look like? How do you know it when you see it? Rigor: A balance of conceptual understanding, procedural fluency and application.

Webb’s Depth of Knowledge Framework (2005) • Level 1: Recall—Recalling a fact, information, or procedure (recite, recall, label, name,

define, identify, match, list, draw, calculate) • Level 2: Skill or Concept—Using information or conceptual knowledge, two or more

steps, and so on (infer, identify patterns, modify, predict, distinguish, compare) • Level 3: Strategic Thinking—Reasoning; developing plans or a sequence of steps;

considering more than one possible answer; some complexity (assess, revise, critique, draw conclusions, differentiate, formulate, hypothesize, cite evidence)

• Level 4: Extended Thinking—Investigating; taking time to think and process multiple conditions of the problem (synthesize, analyze, prove, connect, design, apply concepts)

One Verb, Four DOK Levels Learning Target: I can describe the life cycle.

DOK 1 Describe the four stages of the Monarch butterfly’s first generation life cycle. DOK 2 Describe the difference between the first and the fourth generations of the

Monarch butterfly’s life cycle over the course of a single year. DOK 3

Describe a model you might use to represent the relationships that exist between the life cycle of a Monarch butterfly and its migration patterns.

DOK 4

Describe your research findings of the environmental impact on the migratory patterns and life cycle of the North American Monarch butterfly over the last several years. Share your data using visual tools and then use your tools to predict the long-term impact environmental shifts may likely have on the Monarch butterfly’s life cycle. Conclude your description with a plan of action to preserve the Monarch butterfly’s life cycle.


Analyzing Types of Errors Mistake Error

A mistake is the state or condition of being wrong because of a simple accident (misreading the directions or missing a key word like always or not). Clear additional evidence demonstrates that key concepts, terms, or processes are understood.

An error is the state or condition of being wrong because of a clear misunderstanding or application of a practice in concept, skill, reasoning, or any combination therein. Available evidence demonstrates a visible disconnect between what was taught and what was understood.

Types of Errors to Consider (Chappuis, 2014; Fisher and Frey, 2007 and 2014)

• Is it a mistake? (reading error) o Phrasing of question o Misinterpreting directions o Skipping key words like “not,” “always,” “most,” and so o

• Is it a concept error (misunderstanding of the big idea or specific identifying factors)?

o Vocabulary concerns and background knowledge o Which concepts? What is understood about the concept? What is missing?

– Knowledge errors (unclear about definitions) – Unable to identify individual parts – Unable to explain key processes – Unable to link together the interworking relationships

o Is it a misconception (misrepresentation of the whole idea)? • Preconceived Notions from personal Experience (e.g. I see the sun move,

but you say it stays stationary and the earth moves. My experience hijacks your new information.)

• Naïve theories / interpretations • Nonscientific beliefs

• Is it a reasoning error (poor application of a thinking skill applied to concepts)?

o Understanding the reasoning process o Employing the reasoning process inaccurately or insufficiently

– Unsupported claims – Insufficient evidence and sampling errors – Overgeneralizations or oversimplifications – Inconsistency (in evidence or application) – Omissions – Contradictions – Illogical thinking and non-sequitur errors


The Missing Step: Error Analysis Identifying, Labeling, and Addressing Errors

Create Stacks Using Student Work Right and Wrong Answers Rubric and Proficiency

Scored Answers

1. Create stacks. Create two stacks—those that are all right and those with errors.

Create the number of stacks that align with the predetermined proficiency levels.

2. Identify errors (reading error, concept error, reasoning error).

Examine error stack and subdivide into smaller stacks of like errors.

Examine each stack and identify common errors or isolate the components that would move work into the next highest level if addressed.

3. Label common errors. Give each type of error a label that describes the error.

4. Determine interventions.

Step 1: Design instruction to help learners understand the type of error and the strategies to fix that type of error. Step 2: Engage learners in focused revision of those types of errors in their own work.

5. Take it to the classroom.

Note: No student names should ever be revealed in this process.

Strategy 1: Swap card sets with a colleague. In your classroom, give cards to students and have students repeat the process you used to create stacks, ending with a class-generated list of types of errors made when engaging in given concepts or processes. Strategy 2: If the cards have student names on them, pull a few significant examples from other classrooms and use as class teaching tools, naming the errors, identifying the strategies to fix or avoid such errors, and collectively modifying or altering the examples with classroom input.

Example: Identifying Errors in Common Formative Assessments with Error Analysis Protocol

Results of Drawing Conclusions Exit Slip: • 4 participating classrooms with 100 completed exit cards. • 74 accurate cards. • 5 mistakes • 21 errors

No. of cards Mistake/error Classrooms Students 5 cards Skipped key words in passage A, B, C JN, BV, RE, HY,WD 5 Restating explicit text

A, C, D KL, MN, SA, FR, CV

7 Faulty or inappropriate evidence A, B, C, D KJ, OP, BR, CD, BG, LO, TG

8 Singular or insufficient evidence A, C, D BT, AG, WN, JT, LI, EF, BY, FS

2 Weak reasoning/faulty logic B, D KL, TR C. Erkens, in print. The Handbook for Collaborative Common Assessments


Using Error to Write Better Assessments An Example with “Inference”

• First, what is the definition of the concept done well? In this case, define ‘inference’: When reading, I can make a good guess and support it with clues from the text and background knowledge.

• Second, what are the errors that occur when students are unable to demonstrate the accurate application of inference?

• Literal interpretation – sometimes students are literal rather than inferential. • Wild guess, mismatched support – sometimes students make random guesses. Often, this

seems like a vocabulary issue; for example, if the students don’t understand the concept of ‘food stamps’ they won’t realize that the family in the reading is poor. In this case, they try to make a guess, and they back their guess with random details.

• Good guess, but overgeneralizes and projects only schema into response – sometimes students are inferential but rather than using clues from the text, they indicate how they personally would respond or feel or they add details of their own life story to prove their ‘guess’ is accurate.

• Good guess, no support – sometimes they are inferential, but they don’t use support their statement of inference, so it’s only a good guess.

• Third, plan your intervention strategies for EACH error above. As you can see, teaching the different between inferential and literal interpretations will not help the learners who are forgetting to include text clues, so the strategies you select will likely be radically different to address the specific needs of that group of learners.

Making a Better Test based on Diagnosed Errors Reading Example: Read the quotation below. Select the answer that draws an accurate conclusion. "The teacher, pinching her brow into dark lines of disgust, told them to show respect."

A. The kids are annoying the instructor because of their behavior. (correct answer) B. The teacher is trying to remove extra eyebrow hair (misinterpreted evidence: pinching

brow). C. The teacher is pinching her brow (restate explicit evidence). D. Teachers get mad when kids laugh too much (overgeneralized, not tied to specific

evidence). 1. Which answer is the right answer _____ and

what clues do you have that suggest it is the right answer?

Clues:

2. Which answer uses an explicit statement ______and what would be wrong with that answer?

Explain:

3. Which answer is overgeneralized _______ and what would be wrong with that answer?

Word(s):


Using Error to Write Better Assessments An Example with Rounding

• First, what is the definition of the concept done well? In this case, define ‘rounding’: I can round when making decisions that involve numbers. This means I increase or decrease a number to get to the next shortened number that will help me make the best decision.

• Second, what are the errors that occur when students are unable to demonstrate the accurate application of rounding?

• Not rounding at all • Increasing or decreasing w/o creating a shortened number • Rounding only by rule

• Third, plan your intervention strategies for EACH error above. Reteaching rounding wholesale will not help the learners who are rounding by rule rather than with logic so the strategies you select will likely be radically different to address the specific needs of that group of learners.

Math Example: 1. For our spring trip to Wolf Ridge, we will need school buses to transport the students. A

school bus holds 36 students. If we have 269 students to be transported, how many buses will we need? _______

A. 7 [incorrect: rounding by rule] B. 7.47 [incorrect: exact math, no rounding] C. 8 [correct: rounding with reasoning] D. 8.47 [incorrect: exact math with reasoning to increase number but

missing the concept of rounding all together.]

(Note: Another response with “.47” is required to create a balance to the homogeneous look of the overall responses.)

For even more clarity regarding student errors, add the following questions:

• What is the right answer? • Explain what makes the answer you selected to be the best answer. • Pick an answer you didn’t select and explain the type of error it contains.

Letter: _______ Error made: ________________________________________________


“My Favorite Finding” Social Studies During a unit on using text evidence and drawing conclusions a school social studies teacher gave the learners a passage to read about the law making process. He then gave them a 3 x 5 card and asked them to draw a conclusion that they could support by using sufficient and valid text evidence from the passage. They were not to put their names on the cards.

After 15 minutes (reading the short passage and writing their conclusions on their cards), the teacher collected the cards. He distributed the criteria for quality conclusions (familiar rubric for the learners), and put the learners into small teams. He asked them to review the criteria again while he sorted the note cards into piles of 1’s, 2’s, 3’s and 4’s based on the criteria. Once the cards were sorted, he pulled an example from each pile. He mixed up the order of the 4 cards he selected, and then picked the top card.

He rewrote the card on his Smart Board and asked the teams to examine their rubric so they could score it. They had to generate the appropriate score and be ready to defend it to the rest of the class by

1. backing their score with evidence, and 2. naming the specific strengths and errors within the sample.

At the conclusion, the learners discovered the following errors can happen when trying to draw conclusions:

• Conclusion is simply a restatement of an explicit piece of text evidence. • Conclusion is based on faulty or inappropriate evidence. • Conclusion is based on singular or insufficient evidence and misses the complete

picture. • There is sufficient or accurate evidence, but the conclusion is based on weak

reasoning or faulty logic. In the following lessons, the teacher helped the learners begin to strategize ways to fix the specific types of errors. “My Favorite No” Language Arts A HS Language Arts teacher gives exit tickets consistently. When she checks grammar, vocabulary and usage, her exit tickets may look like the following:

Write a complete compound complex sentence that begins with the word “because,” uses our vocabulary word “complicit” in the 4th position, and is properly punctuated.

She then sorts the student response cards first based proper sentence structure, then on punctuation, and finally on spelling / proper usage for ‘complicit.’ Sometimes she selects a brief passage from the assigned reading and asks students to predict, infer, or synthesize with an alternative passage on their exit ticket.


“My Favorite No” High School Science During a unit on balancing chemical reactions, a high school science teacher put the following bell-ringer activity on the board:

Balance the equation: H2O2 → H2O + O2

Students entered the room, took 3x5 note cards, and began solving the problem at their desks. Immediately after taking attendance, the teacher gathered the note cards and quickly sorted them into piles for right and wrong answers, making sure no student’s name or work was revealed. She selected a card as her “favorite no”—the answer had a few things correct, but also had a common error. To conceal the student’s identity, she recreated the “favorite no” in her handwriting. She then asked the class to tell her what was correct with the answer. Finally, the students analyzed what was wrong.

• Correct answer was: 2H2O2 → 2H2O + O2 • Her “favorite no” put the coefficients in the wrong place: H22O2 → H22O + O2

Through this process, all students could understand common errors when balancing equations. The teacher found this formative assessment tool to be quick, easy, and supportive for reducing common errors. She noted that students joined in to address errors quickly. With this success, she plans to use the process often.


Data

Right / Wrong Ways to Examine Common Assessment Data Talk Partners Right and Wrong Template: There are right and wrong ways to analyze student achievement data. What makes the right side ‘right’ and the left side ‘wrong’?

Wrong Ways Right Ways

• Use percentages. • Use proficiency (scale) scores with descriptors. • Look at the whole rather than the parts. • Look target by target. • Use grading-based cut scores (such as 80 percent as

passing). • Dig deeper to target specific needs and analyze errors.

• Provide scores to students for review and acceptance. • Engage students in self-analysis and decision making. • Regroup based on general categories (this student must

relearn all of “inference”). • Develop strategic interventions within target areas

based on types of errors (reteaching, coaching, error analysis with students, outside or companion skill teaching such as vocabulary development if that was the actual reading issue and not the skill at hand).

What makes the wrong ways wrong? What makes the right ways right?

What generalizations can you make regarding the differences between the two lists for examining student achievement data? Which data analysis practices are you already doing well? Which would you add? Remove?

ToolsfortheDataMeeting

1) Team norms to navigate crucial conversations 2) A protocol with data templates to mine the

data with speed, focus, and accuracy 3) The data, aggregated and organized for

information (by teacher, by student, by target) 4) The students’ work in order to look deeply

into types of errors for re-teaching or coaching implications.


Collaborative Common Assessment Data Protocol Review the Data:

• As a team, which targets from the assessment require more attention?

• As a team, which students require what support? Use a data form to list the learners requiring re-teaching, coaching or practice, and enrichment. o Which students did not master which targets? o Which students are close, but may require more focused

practice or some additional coaching? o Which students are ready for enrichment?

• As an individual teacher, which is my growth area, and how can I best improve?

Develop a plan of action: What will be our team’s specific

plan of action to address our findings and results? • Who needs to be re-engaged in instruction and how will we do

it? • How will we coach or conduct error analysis for those who do

not require full re-engagement in the learning but would benefit from more guided practice?

• How will we extend the learning for those who have it?


Common Assessment Team Results for Information Literacy

Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques. Assessment Learning Targets:

• I can locate information by using a variety of consumer and public documents. • I can explain the purposes and characteristics of different forms of written text, such as

the short story, the novel, the novella, and the essay. • I can understand and analyze the differences in structure and propose between various

categories of information materials (such as textbooks, newspapers, and instructional or technical manuals).

• I can assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping.

• I can organize information in logical ways and effectively communicate my findings. Assessment Results: Teacher

A Teacher

B Teacher

C Teacher

D Teacher

E Teacher

F Totals

by Target

Locate Information

89% 95% 97% 89% 88% 91% 92%

Explain Purpose

97% 92% 96% 98% 92% 94% 95%

Analyze Differences

91% 88% 86% 96% 77% 92% 88%

Assess Evidence

83% 92% 97% 86% 65% 72% 83%

Organize and Communicate

92% 98% 98% 85% 81% 89% 91%

Classroom Totals 90% 93% 95% 91% 81% 88%

Erkens, 2016. Collaborative Common Assessments. p. 109


Classroom E Data for Information Literacy Results by Student and Target

Student Name

Locate Info

Explain Purpose

Analyze Differenc

es

Assess Evidence

Organize & Comm.

Number Correct

Percent Correct

A 5 4 6 5 9 29 83%

B 5 6 3 4 5 24 66%

C 6 6 5 4 9 30 86%

D 6 6 3 6 10 30 89%

E 4 5 4 6 8 27 77%

F 6 6 5 5 10 31 91%

G 6 5 5 5 9 31 86%

H 5 6 4 7 9 32 89%

I 5 4 5 3 5 23 63%

J 5 5 5 4 8 27 77%

K 5 6 4 2 8 25 71%

L 6 6 5 4 9 29 86%

M 5 5 4 5 7 28 77%

N 5 6 4 5 10 32 86%

O 5 6 6 2 2 21 60%

P 5 6 6 6 10 33 94%

TOTAL Possible

6 6 6 7 10 35 100%

Averages

88% 92% 77% 65% 81% 80%



Goal Setting Student O, Classroom E

Item

Target Mark Wrong

(X)

Simple Mistake or

Still Learning

Results and Resources

1 Locate Information I have 5 out of 6 correct. What will you do? ______ Keep working ___X___ Done

2 Locate Information X Reading error 3 Locate Information 4 Locate Information 5 Locate Information 6 Locate Information

Possible Resources: LA text pages 212 – 215; A 2 & A 3 folder handouts on 5 W’s & How 7 Explain Purpose I have 6 out of 6 correct.

What will you do? ______ Keep working ___X___ Done

8 Explain Purpose 9 Explain Purpose 10 Explain Purpose 11 Explain Purpose 12 Explain Purpose

Possible Resources: LA text pages 219 – 221 & any variety of texts for reading

13 Analyze Differences I have 6 out of 6 correct.

What will you do? ______ Keep working ___X___ Done

14 Analyze Differences 15 Analyze Differences 16 Analyze Differences 17 Analyze Differences 18 Analyze Differences

Possible Resources: LA text pages 222 – 227 & source reliability lab and tools (all C Folders)

19 Assess Evidence I have 2 out of 7 correct.

What will you do? ___X__ Keep working _______ Done

20 Assess Evidence X Reading error 21 Assess Evidence 22 Assess Evidence X Used details

as evidence 23 Assess Evidence X Reading error 24 Assess Evidence X Insufficient

evidence 25 Assess Evidence X Faulty

Reasoning Possible Resources: LA text pages 228 – 230 & Crime Lab for Linguistic Evidence



Item

Target Mark Wrong

(X)

Simple Mistake or

Still Learning

Results and Resources

26-30


Rubric item: Organize – 5 point scale: 2 points

X Did not create a

claim and back it with

logic.

I have 2 out of 10 correct. What will you do? ___X__ Keep working _______ Done

31-35


Rubric item: Communicate – 5 point scale: 0 points

X Did not create a

claim and back it with

logic.

Possible Resources: LA text pages 232 – 237 & writing rubrics

Goal Setting

Reference your data to answer these questions

My Strengths (the targets I learned): My Areas for Growth (the targets I am still learning):

My Learning Goal:

Evidence I will generate to indicate I have met my learning goal:

_______ Parent approval for my plan (Parents please initial)

_______ Teacher approval for my plan



Claim Evidence Argumentation Student A B C D A B C D A B C D

1 4 3 3 4 4 3 2 3 3 3 1 32 3 2 1 2 2 2 1 2 2 2 1 23 3 3 3 3 3 2 3 2 3 1 2 34 2 2 1 2 2 2 2 3 3 2 2 45 4 1 2 3 3 2 2 3 4 3 2 36 3 2 3 2 2 1 3 1 3 2 2 37 2 2 1 2 3 2 3 3 2 2 2 28 3 3 2 1 3 1 1 2 2 1 1 29 4 3 3 2 2 3 2 3 4 3 1 3

10 3 2 2 2 2 2 1 2 2 2 1 211 3 3 2 2 3 2 2 3 3 1 2 312 1 3 3 3 1 1 2 3 1 1 1 313 3 3 2 4 4 3 2 3 3 2 1 414 3 3 2 2 3 2 2 3 4 3 2 315 3 2 2 1 3 1 2 1 3 2 2 116 4 3 2 3 4 3 2 2 3 1 1 117 4 3 3 2 3 3 2 3 4 3 1 218 3 3 2 2 2 2 1 3 2 2 1 319 3 2 3 3 1 3 2 3 3 2 2 220 3 3 2 1 3 2 3 2 3 2 2 321 2 2 3 3 2 3 4 3 1 2 4 322 3 2 3 1 3 2 1 3 2 2 1 223 4 3 2 3 3 3 2 2 4 2 3 324 2 1 2 4 2 1 2 4 1 1 2 325 3 2 3 3 3 2 3 2 2 2 3 226 2 3 3 4 2 3 3 3 3 2 3 327 1 3 4 2 1 3 3 2 1 2 3 128 3 3 3 2 2 2 2 3 3 3 2 329 3 2

1 3 2

3 3 2

3

30 3

4 1

3 2

3TOTAL 2.9 2.5 2.4 2.4 2.5 2.2 2.1 2.6 2.6 2.0 1.8 2.6


Self Reflection Form for Argumentation

1 (Beginning)

2 (Developing)

3 (Meets

Expectations)

4 (Exceeds

Expectations) Argumentation:

The student skillfully uses accurate, sufficient evidence and sound reasoning to convince the audience that his/her stated claim is the only appropriate option.

I require templates and prompts to help me develop my argument.

Independently, I can make a claim and use some evidence to support my assertion. I need more evidence and/or stronger reasoning to strengthen my claim.

I use strong and sufficient evidence to prove my claim true. My reasoning is logical and convincing.

I include the counter argument(s) within my own strong argument to further solidify that my claim is the only appropriate response.

Note: each level builds upon the previous descriptor, so level 4 includes level 3, etc.

4

3*

2

1

Score:

1 2 1

Assess Name:

HW 3 HW 4 Test

Date:

Oct. 8 Oct. 20

Nov. 1

Enter your data and color in the bar graph to show your data above. What are your strengths? Your opportunities for growth? Your next steps?

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