York Curriculum DevelopmentModule 5: Analytic and Longitudinal Rubrics

Toby BossLenny VerMaas

Jen MadisonApril Kelley

Essential Questions

• How can analytic and longitudinal rubrics be developed and used by both teachers and students?

Goal

• Participants will be able to develop and use analytic and longitudinal rubrics.

• What are the components of a

curriculum?

Components

• Curriculum Maps• Common

Assessments• Anchors• Rubrics

• Learning Activities (learning plans)

• Troubleshooting Guides

• Differentiation

Rubrics• Common rubrics provide consistent

evaluation and specific feedback

• Provide more consistent evaluation from one teacher to the next

• Provide targets for students

• K-12 Longitudinal rubrics show the development of a skill across grade levels.

Common Rubrics Provide:

• Descriptions of the important dimensions in products or performances

• Specification of student performance for different levels of understanding, proficiency, or work quality

• A basis for more consistent evaluation from teacher to teacher

Common Rubrics Provide:

• A basis for more meaningful “standards-based” grading and reporting

• Students with specific performance targets and guides for assessing their own work

Common Rubrics Provide:

• Performance benchmarks for judging learners’ progress more consistently

• A basis for assessing current performance levels and targeting “next steps”

Materials/Samples

• Assessing student performance longitudinally

• College/Career Continuum example

Essential

Supplemental

Nice to Know

Essentials provide direction

Rubric Structure

Rows

• Represent the skills or performance components.

• Keep this to 3 or 4 important parts

Columns

• Represent the various proficiency levels

• Keep these to 3 or 4 levels

NeSA Writing Example

• 11th Grade Analytic Rubric

• 8th Grade Analytic Rubric

• 4th Grade Analytic Rubric

Application

• Begin with a performance assessment

• Determine the rows - components

• Determine the columns – proficiency scales

• Write descriptors for each cell on the rubric in this order: Level 3, 2, 1, 4

Proficiency Scales= Clearly stating what knowledge and skills students

demonstrate for varying levels of understanding.

Beginning Developing Achieving Extending

Early Dismissal Schedule

• August 31: Curriculum Maps

• September 28: Common Assessments

• October 12: Anchors

• November 30: Rubrics

• December 14: Learning Activities

• January 25: Trouble Shooting Guides

• February 22: Differentiation