my rubrics. admin.dec 2014
DESCRIPTION
Half day conversation with admin - MY rubrics, formative, summative assessment and report cards.TRANSCRIPT
The MY Rubrics: supporting the new report card
St James-‐Assiniboia Dec. 9 & 10, 2014
Faye Brownlie
Questions to consider in reporting out
• How much is each category weighted? • What does exemplary performance look like for this grade?
• How much pracJce have the students had before I collect a mark?
• Can students describe and idenJfy level 4 performance?
• What’s working?
• What’s a challenge?
Purpose! • FormaJve assessment: provide feedback to the student to enhance performance/achievement
• SummaJve assessment: report to others a student’s achievement
Timing • FormaJve assessment: day by day and minute by minute; someJmes as a grand event to guide instrucJon
• SummaJve assessment: at the end of a unit, a theme, a chunk of Jme
Form • FormaJve assessment: descripJve feedback – What’s working?
– What’s not? – What’s next?
• SummaJve assessment: leRer grades, percentages, numbers
How can the rubrics support formative assessment (AFL)?
“Students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year.”
-‐Black & Wiliam (1998). “Feedback [is] in the top ten influences on achievement. Where is the student going? How is the student going? Where to next?”
-‐Ha3e (2012).
1. Learning Intentions “Students can reach any target as long as it holds sJll for them.” -‐ SJggins -‐
2. Criteria
Work with learners to develop criteria so they know what quality looks like.
3. Questions Increase quality quesJons to show evidence of learning Whose quesJons? Who answers?
4. Descrip<ve Feedback Timely, relevant, personal, descripJve feedback contributes most powerfully to student learning!
5. Self & Peer Assessment Involve learners more in self & peer assessment
6. Ownership Have students understand their learning and Communicate It with others
Whole Class Novel
How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
Students need: • to ‘be’ a character • support in ‘becoming’ that character
• to use specific detail and precise vocabulary to support their interpretation
• choice • practice • to develop models of ‘what works’ • a chance to revise their work
The Plan • Review scene from novel • Review criteria for powerful journey response
• Brainstorm who you could be in this scene
• 4 minute write, using ‘I’ • Writers’ mumble • Stand if you can share… • What can you change/add/revise? • Share your writing with a partner