When the cook tastes the soup, thats formative; when the guests taste the soup, thats

summative.

Integrating Rubric into Teaching and Learning

Educator vs. Student Views

Educator perspective: Learning drives everything.

Student perspective: Grading drives everything

So if you want learning to drive everything

What do you want your students to learn? Earlier you identified learning objectives for lesson

How will you tell if students have learned it?

List at least one way to assess whether students have met your learning objective.

Assessment of Student Learning

Deciding what we want our students to learn Making sure they learn it!

Learning targets are clarified

Learning targets are clarified

Putting Assessment Results to Good Use

Effective use of results starts with careful planning!

Learning targets are clarified

Know What Youre Looking For

Why are we assessing? What decisions will this assessment help us make? Are our assessment tools clearly related to our learning goals? Do we have clear targets for our assessment results?

Learning Objective

What is a good learning goal? Outcomes what students should be able to DO Observable action words Clear no fuzzy terms Align with curriculum

Align with the curriculum by referring to standards and benchmark

Standards are statements of what should be taught Benchmark explains what students must do to meet these standards

Learning targets are clarified

There is no hope of students achieving targets if everyone in the classroom (teacher and students) do not have a clear understanding of what students should know and be able to do Curriculum must be unpacked to help teachers understand what they are being asked to teach to students

Learning targets are clarified

Teachers should plan assessments before they plan instruction Teachers can no longer rely on the text book for the sequence and pacing of lesson Selecting text information and planning the sequence of instruction has become a giant task for teachers

Learning targets are clarified

Evidence is gathered in a variety ways

Evidence is gathered in a variety ways

Gathering Assessment Evidence

By using multiple evidence, teachers can be sure they have ample evidence to accurately assess student performance Constructed response is the direct, systematic observation of actual student performance according to pre-established criteria

Gathering Assessment Evidence

Questioning, teacher observations, and student/teacher dialogues are general methods that can be used to assess student learning Examples of simple product assessments include short answer sentences or paragraphs, graphs and tables

Gathering Assessment Evidence

Examples of performance assessments include oral presentations, demonstrations, debates, doing experiment Examples of more complex product assessments include journals, logs, notebooks, portfolios and projects

Rubric can
helps teachers develop more complex relationships with their students? helps students answer the questions "Am I getting it?" and "How am I doing?" ? engages students directly in the evaluation of their own work?

Learning targets are clarified

Inferences, analysis of data, and interpretations are made

Evidence is gathered in a variety ways

Inferences, analysis of data, and interpretations are made

Teacher is like a doctor

What doctors do?

Do not use one treatment for all patients See patient individually, evaluate temperature, blood pressure, and lab work and then establish a personal course of treatment

What teachers do?

Avoid use only one piece of data to determine what is student learning Collect multiple source of data, analyze the information, and then adjust teaching to meet the specific needs of the student

Working with Data from Rubric

Rubricdata can diagnose what teachers are teaching and prescribe how teaching needs to be improved Does my teaching method really help students to gain specific skill? Does my teaching method help students to understand abstract science concept?

Rubric data help to configure students group/ class

Which group/class needs more guidance? Which group/class needs more homework? Which group/class needs remedial or reinforcement activity?

Rubric data used to examine strength and weakness of students

Help them to set goals for their own learning High ability or low ability? Which skill/ content knowledge is difficult them? Should I decrease/increase the difficulty of the learning objective?

Working with Rubric Data

Data analysis process is an iterative process that involves looking for patterns, making inferences, testing these inferences, and then formulating conclusions

Working with Assessment Data

Good conclusions about student learning cannot be made unless (i) there is an understanding of the purpose of the assessment (ii) the evidence collected is sound (iii) there is sufficient evidence upon which to base good decisions

Instructional plans and modifications are carried out

Learning targets are clarified

Inferences, analysis of data, and interpretations are made

Evidence is gathered in a variety ways

Instructional plans and modifications are carried out

When Assessment Results Are Good

Celebrate!
Publicize!

When Assessment Results Are Disappointing

Goals Curriculum Pedagogy Assessments

Look at your learning goals.

Do you have too many goals? Do your goals need to be clarified? Are your goals inappropriate or overly ambitious?

Look at your curriculum.

Does the curriculum adequately address each learning goal?

Look at your assessments

Are they poorly written and misinterpreted? Do they match your key learning goals? Are they too difficult for most students?

Look at your teaching methods.

How do students learn best?

Linking Rubric and Instruction

Modified instruction plans help address any achievement gaps uncovered in the data analysis process Instructional strategies must be aligned with curricular learning targets and with assessment methods Differentiating instruction means simply reacting responsively to students learning needs

Effective Assessment
Focuses on process, product, and person

Represents what was taughtand what we expect students to learn

Actively involves both teachers and studentsallows students to demonstrate understanding Uses multiple and varied measures Provides information for improving learning Easy to administer

Instructional plans and modifications are carried out

Learning targets are clarified

Inferences, analysis of data, and interpretations are made

Evidence is gathered in a variety ways

Learning targets are clarified

This quadrant involves defining learning targets clearly so that students understand them

Evidence is gathered in a variety ways

This quadrant ask teachers to use multiple and diverse assessments in order to produce a fuller and clearer view of how well students met the learning targets: that is, what students really know

Inferences, analysis of data, and interpretations are made

In this quadrant teachers determine what the assessment results mean: what they say about how students are learning and how that learning might be improved

Instructional plans and modifications are carried out

In this quadrant, new or modified instructional plans are designed to meet students need revealed by the inference and interpretations made in quadrant 3.