Rubric+Content+Categories--Working+Draft+Rubric

= __Rubric Content Categories__ = = = =// What are some rubric content categores that you think we should include in our group rubric? //= =// Below are content categories that I included.- Kimberly P. //= === // --I think we should make it "3" categories like the examples we saw in resource videos? __We are supposed to use a "3," "2," and "1" point system according to what I read in the "Rubric for Course Project" discussion board posting with the second bullet__.--Donna 5-24-2011// ===

//Donna 5-24-2011//
=== //--I tried breaking up the second one because it would be difficult with all that is in it to grade it consistently across evaluators. If we break it up, it is easier to get more consistency between evaluators. --Donna// === === //--I didn't make a separate column for "paper and pencil assessment" because I'm really not 100% sure at this point what that would look like since we have spent the last few weeks doing readings on pre-assessments, formative, performance, and rubric construction.--Donna// ===

= //IT IS 5:25 and this rubric is NOW being taken to it's final form. We had agreed to stop at 5:00 and I need to upload it for everyone. Thank you to everyone for your contributions. // = = = = = ﻿ ﻿ Learning goals are evident through pictures and the student's ability to explain his/her work. The product correlates to the standards and essential questions designed for students. [Zakiyyah P.] Learning Goals are articulated in easy to understand student friendly verbage.[Deb Sittenauer} ||<  Provides clear evidence that learning goals match and are appropriate to assessment methods. [Kimberly P.]  Learning goals are written in student-friendly language. [Donna S.] Some learning goals are evident through the student's pictures. The student is not able to fully explain the rationale for his/her product. [Zakiyyah P.] Most of the learning goals are articulated in easy to understand student friendly verbage.[Deb Sittenauer] ||<  Provides minimal evidence that the learning goals match and are appropriate to assessment methods. [Kimberly P.] Learning goals are stated but they are not written in student-friendly language. [Donna S.] The student is able to expalin the purpose for his/her work but not create a picture about what he/she has learned. [Zakiyyah P.] The work is articulated but is not eaisly understood by the student. It does not contain student frienly verbage. [Deb Sittenauer] ||< 5 points--Donna ||<  ||<   ||  Diagnostic assessments * Formative assessments  All components clearly, consistently, and convincingly meet the intended purpose for the type of assessment. [Kimberly P.]  The portfolio demosntrates a level of maturation from the beginning of the school year to the end of the school year. The artifacts correlates to the student created rating scale. Essential questions and standards are identified on all artifcats. [Zakiyyah .P] Clearly addresses all componets for the purpose of assessment. [Deb Sittenauer] ||<  Clearly addresses and includes components of a balanced assessment plan [Kimberly P.] and  all five components are included in the   assessment plan. [Donna S.] *  Diagnostic assessments * Formative assessements  All components meet the intended purpose for the type of assessment. [Kimberly P.] The portfolio has very little artifacts from the first part of the school year but several from the second part of the school year. There are some identified standards and student created ratings on them. [Zakiyyah P.] Clearly addresses most of the componets for the purpose of assessment.[Deb Sittenauer] ||<  Minimally addresses and includes components of a balanced assessment plan [Kimberly P.] but one of more of the five bulleted areas is missing from the  assessment plan [Donna S.]﻿  ﻿ *  Diagnostic assessments * Formative assessments  Minimally, components meet the intended purpose for the type of assessment. [Kimberly P.]  The portfolio has very few self collected artifacts in it. The artifacts do not show a progression of work from the beginning of the school year until the end. The artifacts do not have any student created ratings on them. [Zakiyyah P.] Does not address the componets for the purpose of assessment. [Deb Sittenauer] ||<  ||<   ||<   || Assessment "feeds the instruction forward." [Donna S.] Diagnostic assessments (or pre-assessments)--at least one provides information about a student's family/community and this information provides important insights related to the unit of study. || Assessment is explained in student-friendly terms and feedback is given to the students. [Donna S.] Diagnostic assessments (or pre-assessments)-at least provide one that provides information about a student’s family/community. || Assesses the learning goals but does not provide feedback to the students. [Donna S.] Diagnostic assessments (or pre-assessments) do not provide a minimum of one that provides information about a student’s family/community. || 2 points--Donna ||  ||   || (ongoing in the classroom) and at least two of them involves student self-assessment. [Kimberly P.] Formative assessments are consistently used to monitor student growth and inform future instruction. In addition, these assessments are used to guide reteaching and to provide feedback to the students. [Donna S.] At least one of the formative assessments in the classroom allows students to set personal goals for learning. [Donna S.] Students are engaged in daily status of the classes. Minni-lessons are provided based on whatever knowledge the students provide during the status of the class. Work samples are provided and discussed as a means of what is expected of them at the conclusion of a unit. [Zakiyyah P.] || There is a description of formative assessments (ongoing in the classroom) and at least one of them involves student self-assessment. [Kimberly P.] Formative assessments are regularly used to monitor student growth and these assessments are also used to inform future instruction in the classroom. [Donna S.] Students are engaged in open discussions about work samples provided to them that correlates to what is expected of them at the end of the unit. They are not provided with daily status of the classes. [Zakiyayh P.] || There is a description of formative assessments (ongoing in the classroom) but none of them involves student self-assessment. [Kimberly P.] Formative assessments are occasionally used to monitor student growth. [Donna S.] Students are not provided with daily status of the classes or work samples. They are offered little to no opportunities to provide feed baack about what is expected of them. [Zakiyyah P.] || 3 points--Donna ||  ||   || it is written in student-friendly language. [Donna S.] <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">The performance assessment includes __six or seven__ of the following: * opportunity for student to self-assess * opportunity for student to revise work || There is a description of the performance assessment and it is written in student-friendly language. [Donna S.] The performance assessment includes __three to five__ of the following: || There is a description of the performance assessment. [Donna S.] The performance assessment includes __two or less__ of the following: Presentation is motivating and engaging while providing the necessary information to the students.[Deb Sittenauer] ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;"> Presentation uses Web 2.0 technology and provides clear evidence that the presentation is engaging and interesting to students. <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;"> [Kimberly P.] The tool has been used in a practical fashion and the presentation has some degree of organization. [Donna S.] Presentation is somewhat motivating and engaging while providing the necessary infromation to the students[Deb Sittenauer] ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;"> Presentation uses Web 2.0 technology and minimally provides evidence that the presentation is engaging and interesting to students. <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;"> [Kimberly P.] The tool has not been used in a practical fashion and the presentation is not sensibly organized. [Donna S.] Presentation is not motivating or engaging. It does not provide the necessary information to the students.[Deb Sittenauer] ||< If we are allowed one more since Kimberly's posting said "agree to four to six of the most important traits"--I would add this one--Donna Donna, I agree. ||<  ||<   ||﻿ || Criteria and traits of the assessment rubrics in the unit are aligned with the unit's learning goals and performance assessment(s). [Donna S.] The rubric is written in student-friendly language [Donna S.] The rubric criteria is co-constructed with the students. [Donna S.] The students are shown more than one student model to analyze and to assess where student's performance would be evaluated with regard to the rubric criteria. [Donna S.]﻿ || Criteria and traits of the assessment rubrics in the unit are aligned with the unit's learning goals and performance assessment(s). [Donna S.] The rubric is written in student-friendly language. [Donna S.] The assessment rubric is explained to the students and students have the opportunity to ask questions about the rubric. [Donna Spangler] The students are shown one student model to analyze and to assess where student's performance would be evaluated with regard to the rubric criteria. [Donna S.]﻿ || Criteria and traits of the assessment rubrics in the unit are not aligned with the unit's learning goals and performance assessment(s). [Donna S.] || 1 point--Donna ||  ||   ||
 * < <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;">** Criteria ** ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: center; text-decoration: none; vertical-align: auto;"> **<span style="background-color: transparent; color: #000000; text-align: center; text-decoration: none; vertical-align: auto;">Exemplary Work = 3 ** ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: center; text-decoration: none; vertical-align: auto;"> **<span style="background-color: transparent; color: #000000; text-align: center; text-decoration: none; vertical-align: auto;">Basic Work = 2 **  ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: center; text-decoration: none; vertical-align: auto;"> **<span style="background-color: transparent; color: #000000; text-align: center; text-decoration: none; vertical-align: auto;">Unsatisfactory Work = 1 **  ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: center; text-decoration: none; vertical-align: auto;">Discussion / Comments / Questions / Rating from the group ||<   ||<   ||
 * < <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;">** Learning Goals ** ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; text-indent: 12pt; vertical-align: auto;"> Provides clear, convincing evidence that learning goals match and are appropriate to assessment methods. [Kimberly P.] Learning goals are written in student-friendly language and the learning goals promote learning and achievement for all students. [Donna S.]
 * < <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;">** Assessment Photo Album Components ** || <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;"> Clearly addresses and includes components of a balanced assessment plan. [Kimberly P.] and all five components are included in the assessment plan. [Donna S.] *
 * Outline of Performance Assessment
 * Rubric for Performance Assessment
 * Paper-and-pencil assessments
 * Question and answer assessments
 * Outline of Performance Assessment
 * Rubric for Performance Asssessment
 * Paper-and-pencil assessments
 * Outline of Performance Assessment
 * Rubric for Performance Assessment
 * Paper-and-pencil assessments
 * **Diagnostic Assessment(s)**
 * ** || Assessment is explained in student-friendly terms and feedback is given to the students. [Donna S.]
 * **Formative**
 * Assessme****nts**
 * ** || There is a description of formative assessments
 * **Performance**
 * Assessment(s)** || There is a description of the performance assessment and
 * opportunity for student to receive teacher feedback before summative assessment grade
 * opportunity for student to receive peer feedback before summative assessment grade
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;"> opportunity for student choice with regard to the performance assessment(s)
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;"> opportunity to use 21st century skills in the performance assessment
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;"> opportunity for differentiation with regard to student needs, interests, readiness, and learning styles [Donna S.]
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">opportunity for student to self-assess
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">opportunity for student to revise work
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">opportunity for student to receive teacher feedback before summative assessment grade
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">opportunity for student to receive peer feedback before summative assessment grade
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">opportunity for student choice with regard to the performance assessment(s)
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">opportunity to use 21st century skills in the performance assessment
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: baseline;">opportunity for differentiation with regard to student needs, interests, readiness, and learning styles [Donna S.]
 * opportunity for student to self-assess
 * opportunity for student to revise work
 * opportunity for student to receive teacher feedback before summative assessment grade
 * opportunity for student to receive peer feedback before summative assessment grade
 * opportunity for student choice with regard to the performance assessment(s)
 * opportunity to use 21st century skills in the performance assessment
 * opportunity for differentiation with regard to student needs, interests, readiness, and learning styles [Donna S.] || 4 points--Donna ||  ||   ||
 * < <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;">** Presentation and Use of Web 2.0 Tool ** ||< <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left; text-decoration: none; vertical-align: auto;"> Presentation uses Web 2.0 technology and provides clear and consistent evidence that the presentation is engaging and interesting to students. [Kimberly P.] ﻿The tool has been used in a practical fashion and the presentation is highly organized. The presentation is of professional quality. [Donna S.]
 * **Rubric**

Everything looks good to me. I'm sorry but I couldn't access wikispaces when I updaed my info something happened with my computer. I contacted there techincal support and I'm finally up & running now so I apologize. I'm actually just getting access to class on Tuesday. Micha Parker