developing writing assessment - next steps in twp
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DEVELOPING RUBRICS FOR WRITING ASSESSMENT
EDG 754Julie Bastow
Meaghan GauthierCourtney Huff
“When we focus our attention in one area, we can reach a state of purposeful action that yields powerful emotional, physical, and professional results” (Gallagher, 2009).
As noted in Transforming Professional Development into Student Results by Douglas Reeves
TWP—The Power of Focus2007-2011
Year 1:Cohort of 15 Teachers – Focus: Theory & Practice
Year 2: 4 Pilot Schools 60 Teachers – Focus: Theory & Practice
Year 3: Full Implementation 100+ Teachers – Focus: Theory & Practice
Year 4: Continued Full Implementation 100+ Teachers-Focus: Assessment Practices
What is the problem?
Writing assessment across grades K-6 is vastly inconsistent1. Expectations vary from school to
school.2. Expectations vary across from teacher
to teacher across a grade level.3. Levels of student feedback is
inconsistent.4. Some teachers use formative, some
only summative forms of assessment.
“Research indicates that the score a student receives on a test is more dependent on who scores the test and how they score it than it is on
what the student knows and understands”(30).
Classroom Assessment & Grading That Work by Robert Marzano
Evidence
Five Teacher’s Point Assignments by Items
ITEMTeache
r1 2 3 4 5 6 Total
1 Points 10 15 10 5 5 5 50
% 20.0 30.0 20.0 10.0 10.0 10.0
2 Points 25 25 25 5 5.6 5.6 90
% 27.8 27.8 27.8 5.6 5 5
3 Points 45 15 15 5 5 5 90
% 50.0 16.7 16.7 5.6 5.6 5.6
4 Points 20 18.8 18.8 12.5 12.5 12.5 80
% 25.0 20 20 10 10 10
5 Points 20 20 20 10 10 10 90
% 22.2 22.2 22.2 11.1 11.1 11.1
Source: Classroom Assessment and Grading That Work by Robert Marzano
Five Teachers Total Scores for 10 students on a 100-Point Scale
Teacher
1 2 3 4 5
1 65 75 80 50 60
2 78 91 50 86 74
3 90 70 82 100 85
4 65 70 50 70 60
5 82 92 72 72 100
Source: Classroom Assessment and Grading That Work by Robert Marzano
Local Examples
EVALUATING ESSAYS SAMPLE 1 EVALUATING ESSAYS SAMPLE 2
____Introduction____3 detail paragraphs____Conclusion____Publishable quality
Possible 4 points each______ =______%=______
4 = Got it3= Getting it2= Trying1= Little effort0= No effort
Writer’s Workshop Essay Unit
Mastery
Progressing
Needs Improvement
Thesis statement
3 support reasons
Support includes details or examples
Use of transition
words
Conventions
Why is this a critical issue?
Autonomy in grading can lead to individual biases
How do you convey to parents individual growth?
Many transient students—movement causes problems
Grade may reflect behavior vs. meeting the objective (proficiency)
Inconsistency in level of implementation of curriculum
There is no standard—everyone sets their own
How do we compare kids to kids if our grading practices are different?
Where is our target if we are all focusing on different pieces?
Student feedback is not clear enough
Source: Professional Development Session with APS Teachers K-6, January 21, 2011
Plan of Action - Timeline
Fall 2010 – TWP Assessment Training 1 Learning Targets:
Develop a solid understanding of balanced writing assessment.
Develop practical assessment rubrics for “action research” in the classroom.
Collaborate with colleagues on research-based strategies
Results: Teachers narrowed their assessment lens for each unit.
Plan of Action – Timeline
Winter 2011- TWP Assessment Session (APS) Learning Targets:
Connect how previous work has led to today’s training
Understand the importance of writing rubrics which measure performance
Contribute ideas to the development of common writing rubrics
Results: Teachers were able to share their beliefs regarding grading practices and contribute ideas to the development of rubrics.
Personal Narrative Writing – 2nd
Level 4.0 In addition to Level 3.0 performance, the student writer:
Genre
Process
Mechanics
Level 3.0 Genre Focused small moment story (elaborating a single event or short sequence of events).
Includes details to describe actions, thoughts, and feelings. Uses temporal words to signal event order (first, then, next,
etc.). Writes a close-in story ending.
Process Independently generates a topic, drafts, and begins a new piece when finished.
Willing to edit and revise with teacher support.Mechanics By end of year, students should be able to:
1. Capitalize proper nouns.2. Use apostrophes to form contractions and frequently
occurring possessives.Level 2.0 Genre
Process
Mechanics
Plan of Action - Timeline
Spring 2011 – TWP Assessment Training 2 Learning Targets:
Develop Levels 2 and 4 on the common writing rubrics for units that align with CCSS
Horizontal and Vertical Alignment Understand how to use rubrics with student
samples Create conversion table for grading Implement rubrics in classrooms
Two Levels of Assessment
1. Teachers will use rubrics once they are developed. They will be adapted based on feedback.
2. To determine the quality of the rubric, we will rate it for Content, Clarity, Practicality, and Technical Quality using the ETS Metarubric from the book entitled, Classroom Assessment for Student Learning.
CurriculumCurriculum
Aligning GLCEs to Common Core State
Standards (CCSS)Scope & Sequencing
Writing Workshop Alignment –Narrowing the Lens to align with CCSS
AssessmentMarzano PD Best
Practices in Assessment and Grading
Marzano Process applied to developing common
rubricsTeachers practice using
rubricsTeachers work to gather
samples from the classroom to use as
anchor sets
Leadership/Teaching
TWP Trainings: 2010-2011 Balanced Writing Assessment
1. Formative Charts 2.Common Rubrics
3. On-going PD provides professional feedback and
reflection of teaching practices