Final+Rubric

This is the final group's rubric as of 5:25 p.m. on Wednesday, May 25.--Donna. Six of the seven categories we had brainstormed are included here since the directions were for us to select "four to six" quality traits. __ Assessment Group 4 __ ** = 2 ** ||  ** Unsatisfactory Work ** ** = 1 ** ||
 * ** Criteria ** ||  ** Exemplary Work =3 **  ||  ** Basic Work **
 * ** Learning Goals ** || Provides clear, convincing evidence that learning goals match and are appropriate to assessment methods.

Learning goals are written in student-friendly language and the learning goals promote learning and achievement for all students.

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. || Provides clear evidence that learning goals match and are appropriate to assessment methods.

Learning goals are written in student-friendly language.

Some learning goals are evident through the student's pictures. The student is not able to fully explain the rationale for his/her product. || Provides minimal evidence that the learning goals match and are appropriate to assessment methods. Learning goals are stated but they are not written in student-friendly language.

The student is able to explain the purpose for his/her work but not create a picture about what he/she has learned. ||
 * **Diagnostic Assessment(s)** || Assessment is explained in student-friendly terms and feedback is given to the students.

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 "feeds the instruction forward." || Assessment is explained in student-friendly terms and feedback is given to the students.

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.

Diagnostic assessments (or pre-assessments) do not provide a minimum of one that provides information about a student’s family/community. || **Assessments**  || There is a description of formative assessments (ongoing in the classroom) and at least two of them involves student self-assessment.
 * **Formative**

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.

At least one of the formative assessments in the classroom allows students to set personal goals for learning.

Students are engaged in daily status of the classes. Mini-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. || There is a description of formative assessments (ongoing in the classroom) and at least one of them involves student self-assessment.

Formative assessments are regularly used to monitor student growth and these assessments are also used to inform future instruction in the classroom.

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. || There is a description of formative assessments (ongoing in the classroom) but none of them involves student self-assessment.

Formative assessments are occasionally used to monitor student growth.

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. || **Assessment(s)**  || There is a description of the performance assessment and it is written in student-friendly language.
 * **Performance**

The performance assessment includes __six or seven__ of the following: it is written in student-friendly language.
 * 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 || There is a description of the performance assessment and

The performance assessment includes __three to five__ of the following:
 * 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 || There is a description of the performance assessment.

The performance assessment includes __two or fewer__ of the following:
 * 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 ||
 * **Rubric** || Criteria and traits of the assessment rubrics in the unit are aligned with the unit's learning goals and performance assessment(s).

The rubric is written in student-friendly language

The rubric criteria is co-constructed with the students.

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. || Criteria and traits of the assessment rubrics in the unit are aligned with the unit's learning goals and performance assessment(s).

The rubric is written in student-friendly language.

The assessment rubric is explained to the students and students have the opportunity to ask questions about the rubric.

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. || Criteria and traits of the assessment rubrics in the unit are not aligned with the unit's learning goals and performance assessment(s). || The tool has been used in a practical fashion and the presentation is highly organized. The presentation is of professional quality. || Presentation uses Web 2.0 technology and provides clear evidence that the presentation is engaging and interesting to students.
 * ** Presentation and Use of Web 2.0 Tool ** || Presentation uses Web 2.0 technology and provides clear and consistent evidence that the presentation is engaging and interesting to students.

The tool has been used in a practical fashion and the presentation has some degree of organization. || Presentation uses Web 2.0 technology and minimally provides evidence that the presentation is engaging and interesting to students.

The tool has not been used in a practical fashion and the presentation is not sensibly organized. || = =