Discussion

Hello! I thought that we could use this page to discuss our rubric.

I feel that Dr. Stiggins makes some points we should consider (chapter 3, page 61): clear purpose for assessment clear achievement target communicates results effectively I also believe we should address matching the learning goal to the assessment. Amanda

What do we have to do to get started? Louie

Per Professor Prall: • Identify three or more essential qualities or traits to be demonstrated through the creation of the Assessment Photo Album. As suggested in the Identifying Important Performance Qualities book excerpt resource (p. 184), you may wish to begin your work by //individually// listing the important qualities or traits for the Assessment Photo Album. Then, as a group, agree to four to six of the most important traits. • Include a rating scale for each quality or trait with a 1- to 3-point range. • Write descriptors of performance and indicators for the lowest to highest level for each quality or trait. The distinctions between each level should be clear and appropriate. • Write the descriptors using parallel construction (i.e., the language is consistent from one level to the next).

Basically, pick 3 (or more) areas that our Photo Album rubric will assess and decide on the wording for each of the levels (3, 2, and 1). Our template can be an example that he sent us, so that part is easy. :-) I think that Learning Goals and/or Essential Questions should be included.  Thoughts??  Amanda

I am thinking that the essential qualities for the photo album should have a variety of assessments, that is diagnotic, formative and summative. These should drive instruction. Feedback should be included. I am also thinking of students having the oppurtunity for self assessing.

I think the language for the rubric can be mimiced from other rubrics that we already use....Louie

Hi everyone! Finally made it on tonight. I agree with everything said so far, but I am not sure about the students having the opportunity for self-assessing on this rubric. This one is for us to use to evaluate our photo albums. We have to keep them generic as they will be used to evaluate photo albums from different subject areas so they have to be broad enough to encompass any subject. I am going to look at the example that Prof. Prall sent and will be back on. Denise

Back again. Okay I agree with Amanda that Learning Goals and Essential Questions should be included. Some other thoughts after viewing the example could be Overview of the unit, assessments(descriptions of) and I am wondering if there should be a category something about appearance.

Thoughts????? Denise

Hello everyone! Ok, so Louie, I hear what you are saying. Yet, for our purpose of evaluating all Photo Albums, I'm thinking Denise is on a good track. To me, it was almost bad looking at the provided example and now not take ideas from it. I do believe that we can use wording from previous rubrics, if they fit. Denise, I do think that appearance should be a factor.

We only have to have 4 sections on a 3 point scale. What about: Learning Goals/ EQs- could be together or separate Assessments- we could focus on the descriptions being clearly stated and tying to the learning goals Overall Appearance 1 more????

Hello all! In comparing the two examples that Prof. Prall sent besides what Amanda has mentioned above,(I think we could separate Learning Goals and EQ's) the other things that they had in common were: a state standards page, examples for each of the assessments, student score sheets, and rubrics for the assessments that the students complete. Should we maybe go with a section on examples and do our 1,2, 3 point scale on what we would like to see in the examples ????? Denise

I will keep checking back this evening to see if anyone else has posted. I think once we reach concensus on what we want to include in the rubric, it will go quickly from there. I think some of you are on a different time zone but I am a night owl so it does not matter. Right now it is 8pm EST. I will check back in every half hour. Hope to see some of you on. Denise

Hello there! Ok, some thoughts on your thoughts... :-) If we do a "state standards" section, do we then need a learning goals section? At least for me, my learning goals are (in a way) restating the standards I am using. Actually, my learning goals and EQs are very closely related, hence the reason I thought of combining them. Maybe one of you could take that section on if we separate them. What do you think??  Yes, we could totally separate out examples of each assessment, yet I was thinking that by doing so we were getting so close to the example rubrics. I could be wrong though. In just putting a section on "assessments" in the ideas above, I'm wondering if we could include the specifics on examples of each within the 3 point scale. Thoughts?? Also, I'm thinking that score sheets and rubrics could be put with assessment examples, instead of being it's own category.  If we need 4 categories, we could have:  Learning Goals  EQs  Assessment Examples Overall Appearance I've started a general rubric. I changed the titles of the sections (again, to vary from the example sent), but we could go back to the video and example titles of exceeds expectations/meets expectations/needs more time and support. I've attached it- hopefully it works... Let me know. :-)

Hi Amanda!

I think the rubric is fine the way you have it. I obviously made it sound like I thought we should have a separate section for each type of assessment. No, I like an overall category where we could include some generic specifics for these like you mentioned and we could include a reference to rubrics/or score sheets within this category depending on what the assessment warrants. Since you are the group leader what is your call on the others who have not responded yet? I am willing to get this done this evening if you like. Will wait to hear from you. Denise

I think we have 2 options; one being to finish (which I am all for) and the other is to do 2 sections and leave the other 2 for the other members. I have a limited time to work on it tomorrow, and I don't want to keep dragging this out if at all possible. I'd like your thoughts, too. :-) Amanda

I don't want to drag this out either. I guess my question is would our grade suffer if we only do 2 sections. This is why I do not like group work online. Everyone is busy and has their own schedule but considering this is due tomorrow, I am surprised that people would wait until the day it is due to start. So do we do 2 sections or all 4. As group leader I guess it would be your place to let Prof Prall know, and obviously we would mention this when answering the questions about this type of group work. Denise

I have no problem letting Professor Prall know- I agree, with everyone's busy lives I am not a fan of group work. :-( I guess let's start working and see how far we get in the next hour. If you think the sections I did for overall appearance are good, we can keep those and each start working on one section apiece. I will take learning goals. Will you tackle one of the others? Thanks!!!

Sure! Sounds good to me! Let me take a look and I will start on one of the others in a few minutes. Just got a phone call from a colleague. Be back on in a few. Denise

Here is what I am thinking for Learning Goals:
 * // Learning Goals // || Learning goals are clearly stated and a connection is demonstrated (whether stated or unstated) within assessment examples. || Learning goals are clearly stated, yet assessment examples do not clearly demonstrate a connection to the stated goals. || Learning goals are not clearly stated and assessment examples do not clearly demonstrate a consistent example of common goals. ||

Thoughts?? Amanda

Looks good to me. Gettting ready to type mine. Trying not to write them so they are exactly the same as in some of the examples but some things can really only be said one way. Give me a few more minutes and I will show you. Denise


 * Essential Questions || All of the essential questions are focused on learning goals, relevant to the lesson, and written in student friendly language. || Most of the essential questions are focused on the learning goals, relevant to the lesson, and written in student friendly language. || Only one or none of the essential questions focuses on the learning goals, is relevant to the lesson, and is written in student friendly language. ||

Love it! I'll add it to the master now. Ok, so do we just finish the assessment piece ourselves, or see if Betty and Louie will take care of it by tomorrow? I'm so torn... Amanda

Executive decision- Betty and Louie, please come up with the Assessment Examples portion for our 3 point rubric. I'll attach our most recent copy of the rubric. Denise, let's touch base tomorrow and we'll re-evalute. Thanks!!



Ok I finally got back...I am trying to watch a three year old and do this at the same time but this what I came up with....Louie:


 * //Assessment Examples // || Photo example has multiple diagnostic, formative and/or summative examples. || Photo album has diagnostic, formative and summative examples. || Photo album is missing a diagnostic, formative or summative example. ||



Color is displayed through font, background and/or graphics. || Photo Album is designed in a way that displays information in a clear and organized way. Color is limited or missing. || Photo Album is designed in a way that displays information in somewhat of a clear and organized way. Color is limited or missing. ||
 * || 3 (Above and Beyond) || 2 (About Right) || 1/0 (A Bit More Work) ||
 * //Essential Questions // || All of the essential questions are focused on learning goals, relevant to the lesson, and written in student friendly language. || Most of the essential questions are focused on the learning goals, relevant to the lesson, and written in student friendly language. || Only one or none of the essential questions focuses on the learning goals, is relevant to the lesson, and is written in student friendly language. ||
 * //<span style="font-family: 'Arial','sans-serif';">Learning Goals // || <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">Learning goals are clearly stated and a connection is demonstrated (whether stated or unstated) within assessment examples. || <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">Learning goals are clearly stated, yet assessment examples do not clearly demonstrate a connection to the stated goals. || <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">Learning goals are not clearly stated and assessment examples do not clearly demonstrate a consistent example of common goals. ||
 * //<span style="font-family: 'Arial','sans-serif';">Assessment Examples // || <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">Photo example has multiple diagnostic, formative and/or summative examples. || <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">Photo album has diagnostic, formative and summative examples. || <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">Photo album is missing a diagnostic, formative or summative example. ||
 * //<span style="font-family: 'Arial','sans-serif';">Overall Appearance // || <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">Photo Album is designed in a way that displays information in a clear and organized way.

I think we need a bit more detail. I realize the assessments section is covering all types of assessments but I think we need a little more detail. Let me know what you think. I am going out for awhile so whatever changes you make will be fine. (why is this typing in red?) Amanda you make the final decision and would you mind putting this into the template. Thank you!

Denise


 * Assessment Examples || Assessments are authentic, include several approaches for demonstrating understanding, match the learning goals, and allow for student self assessment. || Most assessments are authentic, include some approaches for demonstrating understanding, most match the learning goals, and at least one allows for student self assessment. || Only one or none of the assessments are authentic, only one approach is used to demonstrate understanding, only one or none match the learning goals, and none allow for student self assessment. ||

Ignore this two column entry. (I got rid of the 2 column entry- Amanda :-)) Denise

Thanks guys for looking at/working on this. I just got out of school for the day. This looks good, I'm ok to go with it. Denise, Louie, any other thoughts? Amanda

Final: <span style="font-family: 'Arial Unicode MS','sans-serif'; font-size: 13pt; margin: 0in 0in 0pt;">//<span style="color: red; font-family: 'Arial Unicode MS','sans-serif'; font-size: 11pt;">goals are included to provide ////<span style="color: red; font-family: 'Arial Unicode MS','sans-serif'; font-size: 11pt;">students with multiple opportunities to demonstrate basic ////<span style="color: red; font-family: 'Arial Unicode MS','sans-serif'; font-size: 11pt;">understanding, ////<span style="color: red; font-family: 'Arial Unicode MS','sans-serif'; font-size: 11pt;">critical thinking ////<span style="color: red; font-family: 'Arial Unicode MS','sans-serif'; font-size: 11pt;">and performance skills. // || Contains some authentic assessments but // does not include sufficient options //<span style="color: red; font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">//for students to demonstrate knowledge, self evaluate and apply new skills.// || <span style="font-family: 'Arial Unicode MS','sans-serif'; font-size: 13pt; margin: 0in 0in 0pt;">//<span style="color: red; font-family: 'Arial Unicode MS','sans-serif';">Assessments included will not provide an // <span style="font-family: 'Arial Unicode MS','sans-serif'; margin: 0in 0in 0pt;">//<span style="color: red; font-family: 'Arial Unicode MS','sans-serif';">accurate portrayal of student learning // and do not allow for student self assessment. || Color is displayed through font, background and/or graphics. || Photo Album is designed in a way that displays information in a clear and organized way. Color is limited or missing. || Photo Album is designed in a way that displays information in somewhat of a clear and organized way. Color is limited or missing. ||
 * || 3 (Above and Beyond) || 2 (About Right) || 1/0 (A Bit More Work) ||
 * // Essential Questions // || All of the essential questions are focused on learning goals, relevant to the lesson, and written in student friendly language. || Most of the essential questions are focused on the learning goals, relevant to the lesson, and written in student friendly language. || Only one or none of the essential questions focuses on the learning goals, is relevant to the lesson, and is written in student friendly language. ||
 * // Learning Goals // || Learning goals are clearly stated and a connection is demonstrated (whether stated or unstated) within assessment examples. || Learning goals are clearly stated, yet assessment examples do not clearly demonstrate a connection to the stated goals. || Learning goals are not clearly stated and assessment examples do not clearly demonstrate a consistent example of common goals. ||
 * // Assessment Examples // || <span style="font-family: 'Arial Unicode MS','sans-serif'; font-size: 13pt; margin: 0in 0in 0pt;">//<span style="color: red; font-family: 'Arial Unicode MS','sans-serif'; font-size: 11pt;">Various authentic assessments that match the learning //
 * // Overall Appearance // || Photo Album is designed in a way that displays information in a clear and organized way.

Ok, guys, I changed the verbage a little bit, hope it does'nt offend. Now I feel like part of the team. So sorry you had to do most of the work, hopefully I'll make-up next time. Thanks Amanda and Denise, you guys rock!