1) The document discusses best practices in assessment, presenting beliefs about assessment, assessment principles considered essential or not essential, where assessment fits in the curriculum, traditional vs current focuses of assessment, and key learnings on assessment. 2) It addresses common assessment practices seen in schools and which learning would cause teachers to reconsider those practices, and includes practices around backwards design of assessments, beginning with clear intended learning, and aligning assessment tools with intended learning. 3) The document provides information to help teachers design effective assessments, including understanding the purposes of assessment, different types of learning to assess, and matching assessment types to learning being assessed.

1. Best Practice in Assessment
EARCOS WEEKEND WORKSHOP
Seoul Foreign School
October 2012
Presenter: Bambi Betts
Teacher Training Center for International Educators
bambibetts@aol.com www.TheTTC.org

2. 2
YOUR BELIEFS ABOUT ASSESSMENT
Agree Disagree
1. The primary purpose of assessment is to make judgments about whether a student
should move on to the next grade level or course.
2. Most learning we expect students to do in school can effectively be assessed
through written tests.
3. Self-assessment is an essential component of all assessment.
4. The type of assessment tool should be determined by the learning outcomes it is
designed to assess.
5. Everything that a teacher assesses in her own class should be taught.
6. A well-designed assessment process contributes to improved student learning.
7. Grading is important for motivating students.
8. The form of assessment to be used will influence the choice of teaching strategies.
9. To a great extent, students determine what’s worth learning through our
assessment tools.
10. Most learners will typically try harder under the threat of failure.
11. Students should have clear criteria for success on any assessment task.
12. Assessment results should be used regularly to inform and modify instruction.
13. All assessments should ‘count’ toward a final evaluation (grade).
14. Students should have access to and be taught how to use assessment results to
improve their learning.
15. Summative (end of unit) results are more accurate predictors of long term
retention than ongoing, formative data.
16. Assessments should be developed before teaching.
17. A summative assessment should be designed so that students will do just as well six
months later as they do the first time they take the assessment.
18. The fundamental purpose of assessment is to sort and rank students.
19. Quantitative data are more useful in planning for learning than qualitative data.
20. To be effective, feedback must be as immediate as possible.
21. A grade can be sufficient feedback.
22. In most cases, the same assessment tool should be used for all students
23. Feedback is essential for learning and therefore required on EVERY assessment.
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3. 3
ASSESSMENT PRINCIPLES
Those which are now considered axioms Essential Not
Essential
1. Assessment is inherently a process of professional judgment.
2. Assessment influences student motivation and learning.
3. A culture of ‘penalty’ disrupts learning.
Effective assessment :
4. Improves student learning.
5. Recognizes learning differences.
6. Begins with clear statements of intended learning.
7. Relies on adequate pre-assessment
8. Requires process both DURING and AFTER learning.
9. Requires timely, actionable feedback.
10. Measures what is truly valued.
11. Enhances instruction.
12. Is valid.
13. Is fair and ethical.
14. Requires alignment between the tool and the intended learning.
15. Is efficient and feasible.
16. Promotes learner self-reliance.
17. Allows and encourages the student to demonstrate personal
(individual) development of understanding, knowledge, skills, attitudes,
values and processes.
18. Is authentic and contextual.
19. Captures what is most essential to be learned.
TTC EARCOS at SFC Oct. 2012 3 Best Practice in Assessment

4. 4
WHERE DOES ASSESSMENT ‘FIT’ IN CURRICULUM?
WHAT IS ASSESSMENT?
ASSESSMENT IS…
Fundamentally…
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5. 5
TRADITIONAL TODAY
Focus was assessment Focus is assessment
learning learning
BIG IDEA
Use evidence about learning to adapt instruction to meet student needs and to
help student self-adjust.
THINK BACK…
What is the worst test or assessment you have ever taken? What made it that way?
Common characteristics of ‘poor’ assessments
WHY ARE SCHOOLS RETHINKING ASSESSMENT?
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6. 6
FENWICK’S FINDINGS ON ALIGNMENT
What the research revealed
WHAT WOULD BE THE IDEAL RELATIONSHIP IN YOUR SCHOOL?
1. Do I teach everything in the curriculum?
2. Is it OK to teach things that are NOT in the curriculum?
3. DO I assess everything in the curriculum?
4. Is it OK to assess things that are NOT in the curriculum?
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7. 7
A ‘Pretender’ Assessment
This student received 11/11 on her quiz. The teacher assumed she
understood.
When asked in an interview what elevation was, the student could
not respond. She also could not explain the connection between
the pictures and the spheres. When the interviewer asked, "What
do you think about when you hear the word elevation?" The
student responded, "Like the stuff. … I forgot some of this." When
asked to explain the bottom section of spheres, the student
responded, "This is water (pointing to hydrosphere). And this one is
rock (pointing to lithosphere). No, the rock fits atmosphere better,
but I'm not sure." The interviewer then asked why balloons and a
spider were included. The student responded, "I'm not sure. I don't
know." Upon hearing this, the teacher saw that, just because
students could match pictures with words, did not mean they
understood that the spider represented all living things which
made up the biosphere. The 100% showed performance without
understanding.
Assessment Showing Understanding
This sheet was used to record working
ideas of the main concepts in the chapter.
Students could record initial conceptions.
By providing a word bank, students were
encouraged to use the scientific vocabulary
in their responses (Figure 3). The teacher
would make individual comments such as,
"Describe what you mean by …" or "Explain
how this can happen."
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8. 8
CATEGORIES OF ASSESSMENT
Category Category
Category Category
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9. 9
WHAT IS ASSESSMENT? For those just joining…
ASSESSMENT IS…
Fundamentally…
FROM YOUR RECENT EXPERIENCE…
Think of a recent assessment you did with your students. Was the PRIMARY
purpose:
FOR STUDENTS to learn through engaging in the task, both
about the content and their own learning processes?
FOR YOU, THE TEACHER to gather data for your next stage
of teaching?
FOR ‘OFFICIAL’ REASONS – you needed to make a ‘fixed’
judgment for reporting or other official purposes
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10. 10
AS, OF, FOR?
What might be the teacher’s prime (and perhaps subsidiary) purpose for the below
assessment activities?
AS- FOR -OF
1 A teacher gives a pre-test to find out where the kids are before starting to teach a unit
2 A teacher observes students working in groups in order to generate data to evaluate a
report card grade for a disposition of effective collaboration
3 A teacher gives an end of year exam worth 20% of the final grade
4 A teacher completes running records for reading
5 A teacher asks students to use different colored cups (red/amber/green) to indicate
their understanding of a topic as the teacher is doing a mini lecture.
6 A teacher asks students to peer assess the work of a classmate
7 A teacher asks students to write down the most important thing they learned in class
today and leave it on the door as a post-it as they exit the class
8 A teacher involves students in a deep contextual task which is used in the generation of
a final grade and/or report card comments
9 A test is used to determine which group students should work in for the next activity
within a small flexible group model
10 The teacher tells students that she does not want them to raise their hands in class –
she will call on students at random
11 The teacher asks all the students in the class to write the answer to the question on a
personal whiteboard and hold it up
12 The teacher asks students in a math class to work in groups on large and visible
whiteboards around the room
13 A teacher assigns a final written task at the end of a unit and grades it prior to moving
on to the next unit
14 A teacher gives a group of students their marked draft work with the grades received –
but does not tell the students which piece of work received which grade. She asks them
to work out which is which – and then
15 A student sits a final 3 hour paper at the end of her AP course
16 A teacher leaves grades off a piece of marking and gives only comments
17 A teacher gives students 10 minutes at the start of class to respond to the comments
she has written in last night’s homework – and then responds in turn to those
comments when next marking the books
18 A student takes a proficiency test to be allowed to utilize the expensive sound and light
equipment unsupervised in the school’s new auditorium
19 A student takes an assessment task, the results of which will be used in determining
which Math level she will be entered for in next year’s class groupings
20 A teacher gives students examples (ranging from excellent to poor) of a task and then
asks them to develop a rubric to evaluate the task
21 A music teacher assesses a student giving her final recital to parents
22 A kindergartener creates rectangular and triangular prisms using play dough and
cocktail sticks
23 A teacher designs a creative, aligned task as one of the main assessments for her unit
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11. 11
Collect Evaluate Feedback Record Include as
evidence evidence to learner evidence evidence of in
‘final’ report
ASSESSMENT ‘FOR and AS’ LEARNING
‘DURING’ LEARNING
ASSESSMENT ‘OF AND FOR’ LEARNING
AFTER LEARNING
BIG IDEAS
The primary purpose for an assessment is the starting point for its
design.
All form as of assessment can be used AS and FOR learning – it how
we use the data that changes the game.
Type Definition & Examples
AS
OF
FOR
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12. 12
KEY LEARNINGS ON ASSESSMENT
Which learning
Common Practices we see in would cause us
What we have learned
schools to reconsider
this practice?
1. Assessments are designed primarily to provide The assessment tool must be carefully
data for the grade book. A matched to the learning being
assessed.
2. Teachers plan assessments only after most of Students who are regularly assessed in
the teaching for a particular unit has taken
place.
B context retain more of their learning
for longer.
3. Assessment tools collect evidence of things the
teacher never intended to assess. C Effective assessment should improve
learning, not just audit it.
4. Assessment tools are ‘mismatched’ with the
desired learning (e.g. written tests when
speaking is the real intended outcome)
D Planning backwards improves both
teaching and learning.
5. Feedback is given to the learner well after the
assessment opportunity. E Not every assignment should be
considered as a full assessment.
6. Teachers keep secrets from students about
what makes a good product or performance. F Provide learners with clear criteria for
what ‘success’ looks like.
7. Nearly every assignment is ‘graded’, recorded,
and ‘averaged’ with other grades to generate a
report card grade.
G The most effective assessments allow
teachers to improve real-time teaching
and learning.
8. Assessments are more often ‘school box’ tools
rather than authentic products or
performances.
P PRACTICE 1: BACKWARDS DESIGN
1 What do we want learners to achieve?
2 What assessment tasks will provide BEST
evidence of our intended learning?
3 What will it take to be successful at teach
p task?
4 How will we distinguish degrees of
achievement?
5 What learning experiences will be needed for
learners to be successful at the tasks?
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13. 13
P PRACTICE 2: BEGIN WITH CLEAR INTENDED LEARNING
‘UNDERSTANDINGS’
An understanding is:
TRANS-DISCIPLINARY UNDERSTANDINGS SUBJECT-SPECIFIC UNDERSTANDINGS
 Knowledge of the past and its trends can help  Manipulation of rhythm creates musical patterns.
explain current events.
p  Numbers represent quantities.
 Human beings have important traits in common  Societies have formal processes to make laws and to
yet differ from one another reforms laws.
 Critical readers question the text, consider various  Scientists construct and use models to generate
perspectives and look for author’s bias in order to knowledge and to advance understanding.
think, live and act differently.
SKILLS
A skill is:
TRANS-DISCIPLINARY SKILLS SUBJECT-SPECIFIC SKILLS
 Work effectively with others  Sing music written in two parts
 Solve problems  Use a microscope
 Conduct research  Analyze literature
 Listen actively  Pass a ball
 Write for a purpose  Read a geographical map
 Distinguish between fact and opinion
DISPOSITIONS
A disposition is….
EXAMPLES
∞ Trustworthy ∞ Kind ∞ Polite ∞ Responsible ∞ Independent ∞ Concerned for others ∞ A risk-taker
CONTENT KNOWLEDGE/FACTS
Knowledge/facts are
EXAMPLES
 Describe patterns of trade from ancient times to present
 List the basic needs of living organisms and describe
 Know the relative location of, size of, and distances between places.
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14. 14
P WHAT TYPE OF LEARNING IS EACH?
S=skill K=knowledge/content U=Enduring understanding D = disposition
The learner: Type
1. Dictates stories.
2. Compares and orders objects according to a given attribute.
3. Uses materials independently.
p
4. Knows that animals have external features that help them thrive in different
5. Identifies the elements of poetry.
6. Uses appropriate expression when speaking.
7. Takes risks.
8. Presents personal position on issues
9. Differentiates between evidence and opinion
10. Uses productivity tools
11. Analyzes chronological relationships and patterns.
12. Knows the major influences of the Greeks and Romans on Western Civilization.
13. Empathizes with people living in other times and places
14. Identifies specific geographic features.
15. Knows the concepts of city-states, democracy, voting, and government in the
Greek and Roman worlds
16. Uses reference materials independently
17. Reads to gather information
18. Organizes and synthesizes information from various sources.
19. Recognizes the effect the Holocaust has on present-day society in Europe
20. Adds single digits.
21. Understands the basic features and processes of the earth.
22. Know the rules of soccer.
23. Understands that numbers are quantities.
24. Understands that supply and demand affect price.
25. Uses diagrams, graphs, tables and charts to communicate information;
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15. 15
P PRACTICE 3: ALIGN ASSESSMENT TOOLS WITH INTENDED LEARNING
ASSESSMENT TYPES
Type Description Examples
Student selects from a
pre-set list of responses
p (visual, written or oral)
Student creates own response
within a limited framework
(visual,written or oral)
Written work on a topic,
question, issue with an
academic audience.
Tasks which require students
to make or do something for a
particular audience and
purpose (simulated or real).
Tools designed to collect and
record evidence of work
processes, and understanding
‘of the moment’.
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16. 16
CHOOSING THE ‘BEST’ ASSESSMENT
A. SELECTED RESPONSE
B. CONSTRUCTED RESPONSE
C. ACADEMIC PROMPT (ESSAY)
D. CONTEXTUAL PRODUCT OR PERFORMANCE
E. OBSERVATION
Which approach to assessment will give you the best possible evidence of the intended learning?
1. Writes effectively for various audiences and purposes.
2. Contributes productively to both large and small groups.
3. Adapts to change; is flexible
4. Uses music vocabulary correctly.
5. Applies knowledge of melody, harmony, pitch, tone quality and
rhythm.
6. Exhibits self-confidence and self-motivation.
7. Chooses appropriate strategies to solve mathematical problems in a
variety of contexts.
8. Applies knowledge of physical forces in appropriate settings.
9. Shows empathy and respect.
10. Thinks creatively
11. Understands that a nation’s resources affect its dependence on other
nations.
12. Uses appropriate graphic and electronic tools and techniques to
process information
13. Accurately draws common objects from observation.
14. Uses large muscles with ease
15. Guides and leads others.
16. Predicts potential consequences of actions in a range of settings.
17. Carefully weighs evidence on all sides of a dispute, problem, or
controversy before making a judgment.
18. Knows different forms of government and relates these to countries
in the world.
BIG IDEA
The key design principle when designing as assessment is ALIGNMENT,
not variety.
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17. 17
WHAT TYPE OF ASSESSMENT WILL PROVIDE
THE MOST VALID EVIDENCE OF LEARNING?
Intended Learning Task Type
1. Explains the methods and reasoning behind the a
solution to determine reasonableness of the solution
and to verify results
2. Represents problems in a variety of forms
3. Asks questions to seek elaboration and clarification of
ideas.
4. Judges which ways of representing a problem are
more effective
5. Plays a variety of roles in group discussions.
6. Knows the characteristics of a healthy lifestyle.
7. Uses a variety of strategies to understand a problem.
8. Predicts the outcome of an experiment.
9. Creates three-dimensional structures and
arrangements.
10. Uses trial and error and the process of elimination.
11. Designs and conducts a scientific investigation.
12. Applies the basic language of logic in mathematical
situations
13. Differentiates between pertinent and irrelevant
information when solving problems
14. Demonstrates planning is an important part of the
design process.
15. Differentiates between basic valid and invalid
arguments.
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18. 18
UNIT ASSESSMENT PLANNING MATRIX: SAMPLE
Selected response Constructed Academic prompt Contextual Task On-going Tools
Intended Learning Response
Understands that safety is paramount in a science lab 2 full lab practicals
Knows the fundamentals of human and plant 2 short answer Doctor’s office task
reproduction tests
Understands that organisms change over generations Darwin essay Doctor’s office task
Systematically approaches experimental procedures 2 lab practicals Anecdotal notes 2
times
Collects, records and communicates experimental Doctor’s office task;
evidence 2 lab practicals
Draws conclusions based on the analysis and evaluation Recommendation
of evidence task
Skills and strategies for reading informational text Weekly logs Doctor’s office task
Works effectively in a team Team work rubric
3 times
Information Technology communication tools Doctor’s office task;
2 full lab practicals
Commitment to excellence through timely completion 2 open Doctor’ office task
of work response HW
journals
Positive attitude to work checklist 2 times;
anecdotal notes
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19. 19
ASSESSMENT PLANNER
CULMINATING CONTEXTUAL TASK
TASK DESCRIPTION
UNDERSTANDINGS TO BE ASSESSED SKILLS TO BE ASSESSED KNOWLEDGE TO BE ASSESSED DISPOSITIONS TO BE ASSESSED
ADDITIONAL ASSESSMENTS
PRE- ASSESSMENT ASSESSMENT
Learning to be assessed Type (s) Description Type (s) Description
Indicate S K U D
* Indicates that this is a COMMON ASSESSMENT
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20. 20
HOW DO WE BEST ASSESS DISPOSITIONS?
Select a disposition that is valued at your school. Select an age group to work with.
Make a list of the habitual behaviors associated with that disposition.
MIDDLE SCHOOL COPING WITH COMPLEXITY RUBRIC (INTEL)
4 3 2 1
Seeking I seek out challenging I usually like to work I can work on I get frustrated and
Challenges problems because I learn on challenging challenging problems if want to quit when I
from them. problems because I I have a lot of direction work on challenging
feel good when I solve and help. problems.
Working on difficult them.
tasks gives me pleasure
and satisfaction.
Using When I have to solve a When I have to solve a Usually when I have to I will not try to solve a
Strategies really confusing really confusing solve a really confusing problem if I do not
problem, I know some problem, I know how problem, I do not have directions on how
strategies that will help to start. know what to do, and I to do it.
me start and keep going. have to ask someone
to tell me how to start
and how to keep
going.
Analysis On my own, I can break a I can break a big With help, I can break I am usually
big problem into smaller problem into smaller a problem into smaller overwhelmed by
parts and work on the parts and work on the parts and work on the complex problems and
pieces in the best order pieces in a logical pieces. cannot figure out
to complete the task order. where to start.
efficiently and well.
Persistence If I do not get an answer I keep working when I With encouragement, I If I do not get an
right away, I just try a do not get an answer can continue working answer right away, I
different strategy. right away. if I do not get an get frustrated and
I continue to work I work hard on answer right away. often quit working.
enthusiastically on meaningful problems I have difficulty
meaningful problems even when I know that I will not work on
working on meaningful
even when I know that they may not have meaningful problems
problems unless I
they may not have simple, correct that do not have a
know they have a right
simple, correct answers. answers. right answer.
answer.
Concentration I can quickly and easily I can switch back and I get confused if I have I cannot work on more
switch from doing one forth between doing to work on more than than one thing at a
kind of a thing to two different things one thing at a time. time.
another without losing without losing track of
track of what I am doing. what I am doing. I get distracted when I can only work when it
I can concentrate on one there are lots of things is really quiet and I
I can concentrate on going on, and it is hard have no distractions.
thing even if there are a one thing when there
lot of other things going for me to concentrate.
are other things going
on around me. on.
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21. 21
DISPOSITIONS RUBRIC
Needs Attention Approaching Habitual Exemplary Need Attention Approaching Habitual Exemplary
You usually ask the You do some You often think You think You have You need to be You are You are
Thinkers teacher instead of thinking before independently, carefully before Principled difficulty being reminded to be generally consistently
thinking asking the sometimes speaking or honest, fair and honest, fair and honest, fair and honest, fair and
independently teacher needing teacher acting true to yourself true to yourself true to your self true to self and
direction and others and others and others others
You seldom ask You hesitate to You frequently You ask logical You seldom You are You You consistently
questions to initiate ask questions ask questions and thought Caring thinks about beginning to be acknowledges show empathy
Inquirers your own learning and questions that are usually provoking how others feels aware of how the feelings of towards others
are not always relevant to questions others feel others and
specific to topic topic relevant to express concern
topic
You have difficulty You are You You You You are You sometimes You consistently
Communicators with basic beginning to communicate communicate Well- demonstrates a increasing your initiate and initiate and
communication communicate well ideas creatively balanced limited range of range of participate to participate in
ideas interests interests with increase variety various new
adult of interests experiences
encouragement
You are reluctant to You hesitate You You are You usually You reflects on You are You cognitively
try new experiences before demonstrate enthusiastic Reflective focuses only on major topics or beginning to think and self
Risk Takers without teacher beginning new positive about new task completion skills only recognise evaluate daily
encouragement experiences attitude when experiences importance of situations and
independently trying new and challenges details and self experiences
experiences or assesses
activities
You show a limited You show You are You are You focus on With You You
knowledge base and knowledge on knowledgeable enthusiastic your own ideas encouragement acknowledge independently
Knowledgeable prior experiences only selected about a variety and Open- and opinions begins to the rights and see a situation
interests of interests knowledgeable minded understand opinions of from another
about a wide another person’s others view point
range of perspective
interests
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22. 22
Creativity and Innovation
Excerpted from Assessing Outcomes and Improving Achievement: Tips & tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 Association of American Colleges and Universities
Self- Direction Catalina Foothills School
Trait Novice Basic Proficient Advanced
You lack strategies to set personal goals You have difficulty using strategies in the You apply strategies to set meaningful You independently utilize strategies to set
Goal Setting and rarely participate in goal setting. goal-setting process without on-going goals, seeking minimal assistance. quality goals which are above
Teacher usually sets goals for You. teacher assistance. expectations.
You are unfocused and consistently off You require frequent redirection to focus You occasionally need redirection to focus You independently maintain focus and
Focus task during the learning process. on the learning process. on the learning process. persevere during the learning process.
You lack strategies to learn, rarely engage You applies strategies and problem-solves You applies strategies and problem-solves You apply strategies independently for
Self-Instruction in problem solving or seeking help. with frequent teacher assistance, with occasional teacher/appropriate self-instruction, solving problems and
sometimes seeking inappropriate help. assistance. seeking appropriate help only if necessary.
You rarely monitor learning progress and You monitor learning progress with You monitor learning progress and self- You monitor learning progress, self-
Self-monitoring consistently require teacher guidance. frequent teacher intervention. corrects with occasional teacher guidance. correcting as needed.
Effective Use of You rarely use resources effectively and You frequently require teacher guidance to You select and use resources with minimal You independently identify and effectively
Resources needs consistent teacher guidance. select and use resources effectively. teacher guidance. use relevant resources.
Self-Evaluation You rarely reflect upon learning without You frequently requires teacher prompting You occasionally reflect upon learning You independently reflect upon learning,
and Reflection teacher prompting to identify strengths to reflect upon learning, identify strengths independently, identifying strengths and identifying strengths and weaknesses,
and weaknesses, use feedback, and modify and weaknesses, use feedback, and modify weaknesses, using feedback, and using feedback and modifying work
work. work. modifying work. accordingly.
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23. 23
P
PRACTICE 4: USE CONTEXTUAL ASSESSMENT
In what context, in the world beyond school, might all this learning matter?
Describe a task which would give you the BEST evidence that the student had reached the
intended understandings, knowledge, skills and/or dispositions simultaneously.
Intended learning from a unit from the first year of a modern language class:
The learner:
p
• can make himself understood in everyday conversation
• applies basic rules of syntax and grammar
• uses dialogue
• demonstrates how language can be used to persuade
Task which would provide the best possible evidence:
From a middle school humanities unit
The learner:
 knows essential facts about dynasties of ancient China
 explains how the contribution of the various dynasties as well as the negative factors impacted the
development of civilization
 effectively uses visuals as a means of communication
 draws a reasonable conclusion from a body of facts
 speaks appropriately for the intended audience
Task which would provide the best evidence:
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24. 24
ONE BICYCLE, PLEASE
BACKGROUND:
It is now January. Your parents have agreed to help you buy a bicycle as soon as you learn
to ride. You would really like to have a bicycle so you can ride to your friend's house 2
blocks away. Your parents give you pocket money of 2 dollars each week. In addition,
they have agreed to put in $50 to help you buy the bicycle.
TASK:
Your job is to make a plan which lists all the steps you will have to take in
order to have your bicycle by June.
My plan
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25. 25
ONE BICYCLE, PLEASE... CRITERIA
The teacher who developed this task decided on the following criteria. What other outcomes might be
assessed through this task?
These are the things you need to do to be successful at this task:
Your self- assessment
1= Needs more work
2= You did the job, but not well
3= You did the job
4= You did the job well
1 2 3 4
1. Your plan or list has at least 4 steps.
2. Your list is clear enough that you could give it to a friend and she could
follow it.
3. Each step makes sense; this means you should
actually be able to do each in the real world.
4. The steps follow each other logically.
5. You show how much time each step might take.
Your teacher's assessment
1 2 3 4
1. Your plan or list has at least 4 steps.
2. Your list is clear enough that you could give it to a friend and she could
follow it.
3. Each step makes sense; this means you should
actually be able to do each in the real world.
4. The steps follow each other logically.
5. You show how much time each step might take.
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26. 26
THE M&M’S SHIPPING CONTAINER
BACKGROUND: Many companies these days are looking to find ways to become more efficient and save
production costs. The M&M Company (which makes M&Ms) is no exception. The company is looking to
minimize the cost of production of their packaging, and maximize the amount of what is safely and
efficiently packaged and shipped.
TASK: Your team is one of many in the packing department for M & M’s. The manager of the shipping
department has found that the cheapest material for shipping comes as a flat piece of rectangular
paperboard (the piece of paper you will be given). She is asking each work team in the packing
department to help solve the problem:
Your task is to design the individual package (the one found on the shelf at a shop), built out of the given
material that will hold the largest volume of M&M’s, and also be safe and economical for shipping. You
will then write up your findings in a short report to the shipping manager.
AUDIENCE: Your report, with any supporting materials, is for the shipping manager.
CRITERIA FOR EXCELLENCE
Poor Excell.
1 2 3 4
1. The container you design is, in fact, the most efficient packaging
possible.
2. The report tells about your research methods.
3. Your research methods are good ones for the task
4. You offer more than one solution.
5. Computations are correct.
6. The report contains graphs, visuals or other materials to support the
design of the container.
7. There is evidence in the report that all members of your team made
effective contributions (generic group work rubric will be applied)
STANDARDS ASSESSED
Big Understandings
 Teamwork can help produce strong solutions.
 Efficiency is an important ingredient in a viable economy.
 There is more than one solution to most problems.
Content and skill standards:
 Use of appropriate graphs
 Application of appropriate numerical operations
 Application of three dimensional geometrical shapes, volume and area.
School-wide Skills
 Applies appropriate research skills
 Works effectively in a team
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27. 27
OIL SLICKS
BACKGROUND: Oil spills have become all too frequent in many parts of the
world. Although we know much about the potential effects, there is still much to be
researched. Vast quantities of oil are lost each year and dozens of life forms and
systems are at risk.
TASK: You are a member of an emergency team at an international oil company.
An oil tanker aground on a reef is leaking oil that forms a circular soil slick about 0.03
m thick. It is found that the radius of the slick was increasing at 0.096 metres/minute
when the radius was 150 metres. Your task is to find out the rate at which the oil is
leaking from the tankers, compare it to other such incidents and make some
recommendations about both prevention and clean-up.
AUDIENCE: Your report will be sent to the director of the company
PROCEDURE:
1. Discuss with your team what steps will need to be taken.
2. Work out the actual rate of leakage.
3. Write a report to your director which includes the results of this particular
incident, as well as makes a comparison to others. Use the criteria below for
your report.
CRITERIA FOR EXCELLENCE
1. The mathematical details of this particular incident are accurate, including:
 Elegance of solution
 Accurate use of mathematical tools
2. You have made logical comparisons to other similar incidents
3. Your recommendations are feasible.
4. The language of the report is clear and clearly communicates the essential
message
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28. 28
CARE TO DANCE?
Second Language Assessment Task
Background: Some of your classmates are planning a school dance. You are quite excited
about this, as it will be your very first one. There is one small problem. Your parents aren't
too sure that you should go. They are worried about your safety, about you staying up too
late, about the music being too loud, etc., etc., etc.,!!!
Your Task: You have three to five minutes to persuade your parents to allow you to go to
the school dance. You will be talking to either your mother or your father. You will be
yourself. Your parent will be played by a teacher.
Procedure:
1. Look back at all the vocabulary we have learned during our last unit. Review and practice
as many words as you think will help you accomplish the task.
2. Be thinking about how you will persuade your parents, using the vocabulary and other
things we have been learning. You may even want to practice having the conversation with
someone, although we will have plenty of opportunities during call.
3. The conversation will take place sometime during the next two weeks, during class.
4. Your conversation will be taped (audio). You will have a chance to listen to the tape at
home and do a self-assessment.
Assessment Criteria
1 2 3 4
1. You use a wide range of vocabulary we have studied.
2. Most of your statements are full sentences.
3. The conversation flows; few stops and starts.
4. You use verb tenses correctly.
5. You use at least 2 verb tenses.
6. You use appropriate expression in your voice.
7. Your statements make sense; the 'parent' can understand
what you are saying.
8. Your conversation lasts at least 3 minutes.
1= Not accomplished; standard not met
2= Barely accomplished; standard barely met
3= Meets standard
4= Exceeds standard
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29. 29
BIG IDEA: WHY CONTEXTUAL ASSESSMENT?
1. Creating an assessment in a context automatically guides the teacher in making
necessary design decisions such as:
Should I give students a second chance? How ‘long’ should it be? How much time
should I give the students to do the product of performance?
2. The brain learns and retains best in context. Contextual assessment works with the
brains natural processes.
3. Learners who have continual opportunities to learn and be assessed in context do
as well or better on tests of more basic knowledge and skills than those who do
not.
4. Data from contextual assessment gives us a stronger profile of how our standards
and benchmarks play out in terms of the life-long learner goals most schools strive
for.
CHARACTERISTICS OF EFFECTIVE CONTEXTUAL ASSESSMENT
Yes No
1. Does the task assess the learning standards it was designed to assess?
2. Is the audience as authentic as possible?
3. Does it measure several intended learnings simultaneously, including
knowledge, skills, and/or dispositions?
4. Does it require students to use processes which are similar to those
used by people working on a similar task in the larger world?
5. Is the product or performance the same or similar to products used in
the world beyond school? (i.e. -- not unique to the school setting)
6. Are there clear criteria for students about how the product or
performance will be evaluated?
7. Is there a provision made for self-assessment by students?
8. Does it assess for what is most essential? (Does it pass the “ten year
test”?)
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30. 30
A CONTEXTUAL ASSESSMENT TASK TEMPLATE
Write the task in language appropriate for the student. The task sheet will be given to the
student.
What skills, knowledge, understandings and/or dispositions will this task assess?
BACKGROUND: Create the setting or context.
THE TASK: What product or performance will the student actually make or do?
AUDIENCE: Who is the natural audience for this product or performance?
(Note: sometimes this is already imbedded in the task description)
PROCEDURE: What are the steps involved in arriving at the product or performance?
CRITERIA: What makes the product or performance excellent?
Criteria Analytic rubric Holistic rubric
ALTERNATIVE PERFORMANCE TASK TEMPLATE
Role What role is the student assuming?
Audience At whom is the task directed?
Situation What is the ‘real-life’ context in which the task is set?
Product/Performance and Purpose What will be created and for what purpose?
Standards Criteria for success What are the elements and requirements for a successful
performance task? Some or many of these elements will
comprise your scoring categories.
Scoring Guide (e.g. generic and/or analytic rubric(s), task checklist).
Construct a scoring guide that will guide the evaluation of
the students' performance task. What qualities and
criteria for the performance will you be looking for and
evaluating in terms of what student knows, understands,
and/or can do (reference Standards and Criteria for
Success above)?
(Adapted from UbD)
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EVALUATING AN ASSESSMENT IDEA FOR VALIDITY
A Checklist
How likely is it that a student could do well on the assessment Very Somewhat Unlikely
only by: Likely likely
1. trying random strategies?
2. making clever guesses based on limited understanding?
3. parroting back or ‘plugging in’ what was learned, without
much thought or understanding?
4. making a ‘good-faith’ effort, with lots of hard work and
enthusiasm to produce nice-looking products /performances,
but with limited understanding?
5. meeting all the scoring criteria but without necessarily having
understood the content very well?
6. applying natural ability to be articulate and intelligent, without
necessarily having understood the content well?
7. really having understood the key ideas as reflected in wise
use,
explanation, justification, empathy, self-assessment etc.?
8. providing lots of accurate and appropriate content knowledge,
but without having to use much higher-order thinking ( critical
analysis, careful judgment, integrative thought, creative
application etc.)?
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32. 32
P PRACTICE 5: DETERMINE HOW THE DATA WILL BE USED
‘record’ book
achievement
(report card)
feedback to
teaching for
evidence of
Use data to
Record in a
Evaluate &
Include as
TASK
students
current
learner
modify
1. Notes from a planned observation of a student’s behavior
2.p A piece of homework
3. The teacher asks student to write down one question they have
about today’s learning.
4. A teacher’s notes made during a classroom discussion on
student participation
5. Teacher observes students working in a team.
6. Notes taken by each student are collected by the teacher
following a lesson.
7. An oral presentation following a 6 week unit of work.
8. An end of chapter test.
9. A role-play in modern language class after a unit
10. An essay test
11. A museum display produced by a team of students at the end of
a unit
12. Portfolios for all students in a grade level, collated around
grade-wide criteria.
th th
13. A set of math tasks given to all 4th, 8 and 10 grade students
each term, set by the K-12 Math department
14. A speech performed by each 12th year student, designed by a
team of high school teachers.
15. A writing assessment given to all students in grades 3-10
16. A school-designed, annual fitness test given to all students
17. An ISA or MAP test
18. An IB exam or AP exam
19. Results of a national exam
BIG IDEA
All forms of assessment can be formative. It is a question of how we use the data.
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33. 33
FORMATIVE OR SUMMATIVE
BIG IDEA
All forms of assessment can be formative. It is a question of how we use the data.
Collect Evaluate Feedback Record Include as
evidence and to learner evidence of
achievement in
‘final’ report
ASSESSMENT ‘FOR’ LEARNING
ONGOING/FORMATIVE
ASSESSMENT ‘OF AND FOR’ LEARNING
SUMMATIVE
FULL ASSESSMENT
PRACTICE 6: ON-GOING ASSESSMENT
P
On- going assessment:
p EXAMPLES OF ONGOING ASSESSMENT TOOLS
WHITE BOARD FEEDBACK TICKET TO LEAVE
HAND SIGNALS BELL RETELL
MUDDIEST POINT
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EXAMPLES OF ONGOING ASSESSMENT TOOLS
Name: Description: What to do with the data:
Minute paper During the last few minutes of the class period, ask Review responses and note any useful
students to answer on a half-sheet of paper: "What is comments. During the next class periods
the most important point you learned today?" and, emphasize the issues illuminated by your
"What point remains least clear to you?". The purpose students' comments.
is to elicit data about students' comprehension of a
particular class session.
Chain Notes Students pass around an envelope on which the Go through the student responses and
teacher has written one question about the class. determine the best criteria for
When the envelope reaches a student he/she spends a categorizing the data with the goal of
moment to respond to the question and then places the detecting response patterns. Discussing
response in the envelope. the patterns of responses with students
can lead to better teaching and learning.
Memory Students fill in cells of a two-dimensional diagram for Tally the numbers of correct and
matrix which instructor has provided labels. For example, in a incorrect responses in each cell. Analyze
music course, labels might consist of periods differences both between and among the
(Baroque, Classical) by countries (Germany, France, cells. Look for patterns among the
Britain); students enter composers in cells to incorrect responses and decide what
demonstrate their ability to remember and classify key might be the cause(s).
concepts.
Directed Ask students to write a layman’s "translation" of Categorize student responses according
paraphrasing something they have just learned -- geared to a to characteristics you feel are important.
specified individual or audience -- to assess their ability Analyze the responses both within and
to comprehend and transfer concepts. across categories, noting ways you could
address student needs.
One-sentence Students summarize knowledge of a topic by Evaluate the quality of each summary
summary constructing a single sentence that answers the quickly and holistically. Note whether
questions "Who does what to whom, when, where, students have identified the essential
how, and why?" The purpose is to require students to concepts of the class topic and their
select only the defining features of an idea. interrelationships. Share with students.
Exam Select a type of test that you are likely to give more Try to distinguish student comments that
Evaluations than once or that has a significant impact on student address the fairness of your grading from
performance. Create a few questions that evaluate the those that address the fairness of the
quality of the test. Add these questions to the exam or test as an assessment instrument.
administer a separate, follow-up evaluation. Respond to the general ideas
represented by student comments.
Application After teaching about an important theory, principle, or Quickly read once through the
cards procedure, ask students to write down at least one applications and categorize them
real-world application for what they have just learned to according to their quality. Pick out a
determine how well they can transfer their learning. broad range of examples and present
them to the class.
Student- Allow students to write test questions and model Make a rough tally of the questions your
generated answers for specified topics, in a format consistent with students propose and the topics that they
test course exams. This will give students the opportunity cover. Evaluate the questions and use
questions to evaluate the course topics, reflect on what they the goods ones as prompts for
understand, and what are good test items. discussion. You may also want to revise
the questions and use them on the
upcoming exam.
P PRACTICE 7:
WHAT FEEDBACK PROCESSES ADVANCE LEARNING?
Feedback is:
p
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35. 35
THE FEEDBACK PROCESS
During learning or after a ‘chunk’ of learning:
CHARACTERISTICS OF EFFECTIVE FEEDBACK
1. Does it assist the learner to understand the learning goal?
2. Does it offer the learner SPECIFIC strategies on how to close the gap between the desired
learning and his present position on that learning?
3. Is the feedback understandable to the learner (e.g. is the rubric or comment in ‘kid’ language?
Do I use kid-friendly voice, tone, vocabulary?)
4. Does the learner have the opportunity to act on the feedback, WITHOUT PENALTY?
5. Is it timely? Does it occur DURING learning?
FEEDBACK IN PRACTICE
M= do more of L=do less of
1. Providing the feedback BEFORE the learner gets another chance to retrieve incorrectly
again.
2. Giving feedback in the form of a grade only.
3. Spending as much time on feedback for ‘correct’ answers as to incorrect answers.
4. ‘Count’ all retrieval opportunities.
5. Give only one chance for retrieval.
6. Give plenty of opportunity to retrieve WITHOUT penalty.
7. Put feedback into ‘kid’ language.
8. Feedback even low performance in a way that does not imply failure
9. Delay feedback.
10. Use language in our feedback which refers to the specific learning.
11. Provide students with evidence that effort on their part actually does result in better
learning.
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36. 36
P PRACTICE 8: Teaching and assessing SELF ASSESSMENT
SELF ASSESSMENT:
p
CIRCLE OF LEARNING
WAYS LEARNERS CAN SELF ASSESS
SELF ASSESSMENT METHODS
Selected and
Constructed  Circle those you are certain are correct.
 Put a check by the ones you ‘guessed’.
Response
 For all those you are uncertain about, put a star by your
second choice.
‘Academic
propmpt’ tasks  Rubrics
 Criteria lists
 Based on what we have been working on , there are 3 things
which would make this better. Find them and attempt to
improve your work.
Contextual Tasks  Criteria lists
Products and  Rubrics
performances  Prompt questions such as:
 Describe your thinking
 Describe your problem-solving process.
 If you had another week to work on this, where would
you focus your attention?
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37. 37
P PRACTICE 9: COMMON ASSESSMENTS
YES NO Not
Sure
1. Are there particular learning standards for which it would be helpful
to have data from more than one course (e.g. writing)?
2. Is there consistency in the grading of similar work products across
most subject areas?
p
3. Is there reasonably strong agreement on what each trans-disciplinary
standard (such as writing, oral presentation, problem-solving) ‘looks’ like
at each grade level or band of grade levels?
4. Is there clear agreement about the difference in key standards at the
transition grade levels (e.g. between elementary and middle and middle
and high)?
5. Are there clear guidelines for teachers about specific assessment
practices which are required in grades with more than one section, or
courses with more than one teacher?
6. Is there concern that the forms of assessment used in some
classrooms may not be providing the real picture of student
achievement?
CHARACTERISTICS
 Used beyond a single classroom
 Developed by a team of teachers internally
 Assess a few essential standards
 Evaluated by someone other than the student’s teacher.
COMMON ASSESSMENT TASKS
EXAMPLES
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38. 38
A TRANS-DISCIPLINARY SKILLS MAP TEMPLATE
Make a list of 4-5 SKILLS which you think should be taught and assessed in many subject areas and grade levels.
Who will take primary responsibility for teaching and assessing each of the trans-disciplinary skills?
English Social Studies Math Science Modern Art Music PE
/ESL Language
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39. 39
P
PRACTICE 10: HOW DO WE BEST EVALUATE EVIDENCE?
FIRST WAY
SECOND WAY
THIRD WAY
FOURTH WAY
FIFTH WAY
p
TWO TYPES OF CRITERIA
TASK SPECIFIC GENERIC
GENERIC CRITERIA FOR TASKS INVOLVING BEING A TEAM MEMBER
Points Evaluation
Element Possible Self Teacher
1. You come to the group prepared to work.
5
2. You complete all individual tasks for the group on time and
with quality. 10
3. You participate in a constructive, positive manner.
15
4. You encourage others to participate in a constructive
manner. 10
5. You listen actively, not just wait your turn to speak.
10
6. You support your position in a strong and thoughtful
manner. 10
7. You disagree in an agreeable manner.
10
8. You work at understanding others’ ideas. 15
9. You share the responsibility of helping the group get the job
done according to directions on time. 5
10. You help the flow of new ideas.
10
TOTAL: _______ _______ _______
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40. 40
GENERIC CRITERIA - ORAL PRESENTATION
Points
I .You Are Prepared possible Self Teacher
a. You know your material without having to refer too much to notes.
b. Your presentation is organized (introduction, body, and conclusion).
c. You provide details, elaboration, examples, and explanations to
support your topic.
d. You start on time, stick to your topic, and end on time.
e. You followed assignment guidelines.
II. You Use Effective Presentation Skills
a. Your voice is clear and strong and can be heard and understood by
everyone.
You make eye contact, show warmth, and make your audience feel
b. comfortable.
You are enthusiastic. You smile and seem interested in your topic.
c.
d. You encourage participation; ask questions, and use audience ideas
and statements in your presentation.
e. You allow time for your audience to think and answer questions.
III. You Use Visuals, Handouts, and Activities to Engage the Audience
a. As a human visual, you are dressed neatly and maintain good
posture.
b. Visuals and/or handouts are neatly done and can easily be read by
the audience.
c. Visuals, handouts, or activities are appropriate to topic and help the
audience learn.
d. Visuals, activities or handouts are creative.
e. You provide a variety of teaching materials.
IV. You Anticipate Possible Problems and Use Strategies to Deal with Them
a. Students not paying attention.
b.
Students talking/fooling around.
c. Students not participating.
d. Distractions such as announcements, fire drills, visitors to class.
e. Students asking questions you can't answer.
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41. 41
ELEMENTARY CRITERIA FOR EXCELLENT WRITING
1. I used many interesting words.
• • • • • •
2. Every sentence starts with a different word.
• • • • • •
3. When people read my writing, they are interested and don’t seem bored.
• • • • • •
4. I know I was clear because when I ask the reader questions, he can answer
them correctly.
• • • • • •
5. My spelling made it easy for the reader to read my work.
• • • • • •
(BBetts model)
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42. 42
GENERIC CRITERIA FOR
INVESTIGATING A CONTROVERSIAL ISSUE
Possible Earned Assessment
Element Points Self Teacher
1. You gather sufficient information and support
materials for your position.
2. You use material from newspapers, magazines, news
reports, and resource materials.
3. You organize the information and prepare an
argument for your position.
4. You use sufficient examples and details to support the
argument.
5. Your position/argument is clearly stated.
6. You listen to, ask probing questions about, and
understand the opposing position.
7. You state the strengths and weaknesses of each
position.
8. You discuss the positions/arguments with your
opponent, criticizing ideas, not the person. Listening is
active and polite.
9. Opposing students try to reach a consensus or
develop an alternative. You demonstrate evidence of
compromising.
Total:
Pomperaug Regional School District, Middlebury, CT
Through an agreement with the Maryland Assessment Consortium, permission is granted to Maryland Public
Schools to reproduce this material for non-profit, educational use.
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43. 43
RUBRICS
A rubric is:
Two purposes:
Holistic Analytic
RUBRIC FOR ORAL PRESENTATION
5 - Excellent: You clearly describe the question studied and provide strong reasons for its importance. Specific
information is given to support the conclusions that are drawn and described. Delivery is engaging and
sentence structure is consistently correct. Eye contact is made and sustained throughout the presentation.
There is strong evidence of preparation, organization, and enthusiasm for the topic. The visual aid is used to
make the presentation more effective. Questions from the audience are clearly answered with specific and
appropriate information.
4 - Very Good: You describe the question studied and provide reasons for its importance. An adequate
amount of information is given to support the conclusions that are drawn and described. The delivery and
sentence structure are generally correct. There is evidence of preparation, organization, and enthusiasm for
the topic. The visual aid is mentioned and used. Questions from the audience are answered clearly.
3 - Good: You describe the question studied and state the conclusions but supporting information is not as
strong as 4 or 5. The delivery and sentence structure are generally correct. There is some indication of
preparation and organization. The visual aid is mentioned. Questions from the audience are answered.
2 - Limited: You state the question studied, but fail to fully describe it. No conclusions are given to answer the
question. The delivery and sentence structure is understandable, but with some errors. Evidence of
preparation and organization is lacking. The visual aid may or may not be mentioned. Questions from the
audience are answered with only the most basis response.
1 - Poor: You make a presentation without stating the question or its importance. The topic is unclear and no
adequate conclusions are stated. The delivery is difficult to follow. There is no indication of preparation or
organization. Questions from the audience receive only the most basic, or no, response.
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44. 44
MULTIMEDIA PROJECT SCORING RUBRIC
Score Multimedia Collaboration Content
Levels The integration of media objects Working together jointly to The topics, ideas, concepts,
such as text, graphics, video, accomplish a common knowledge, and opinions that
animation, and sound to intellectual purpose in a manner constitute the substance of the
represent and convey superior to what might have presentation.
information. Videotapes which been accomplished working
include sound and images fit alone.
this definition.
I have used multimedia in We were a very effective team. I have met all criteria of the
5 creative and effective ways that Division of responsibilities previous level and one or more
exploit the particular strengths capitalized on the strengths of of the following: reflects broad
of the chosen format. All each team member. The final research and application of
elements make a contribution. product was shaped by all critical thinking skills; shows
There are few technical members and represents notable insight or understanding
problems, and none of a serious something that would not have of the topic; compels the
nature. been possible to accomplish audience's attention.
working alone.
Presentation blends 3 or more My team worked together on all The project has a clear goal
4 multimedia elements in a aspects of the project. There was related to a significant topic or
balanced, attractive, easy-to- an effort to assign roles based on issue. Information included has
follow format. Elements include the skills/talents of individual been compiled from several
original student work. With members. All members strove to relevant sources. The project is
minor exceptions, all elements fulfill their responsibilities. useful to an audience beyond the
contribute rather than detract students who created it.
from the presentation's overall
effectiveness.
Presentation uses 2 or more We worked together on the The project presents information
3 media. There are some technical project as a team with defined in an accurate and organized
problems, but the viewer is able roles to play. Most members manner that can be understood
to follow the presentation with fulfilled their responsibilities. by the intended audience. There
few difficulties. Disagreements were resolved or is a focus that is maintained
managed productively. throughout the piece.
Presentation uses 2 or more Presentation is the result of a The project has a focus but may
2 media, but technical difficulties group effort, but only some stray from it at times. There is an
seriously interfere with the members of the group organizational structure, though
viewer's ability to see, hear, or contributed. There is evidence of it may not be carried through
understand content. poor communication, unresolved consistently. There may be
conflict, or failure to collaborate factual errors or inconsistencies,
on important aspects of the but they are relatively minor.
work.
Multimedia is absent from the Presentation was created by one Project seems haphazard, hurried
1 presentation. student working more or less or unfinished. There are
alone (though may have received significant factual errors,
guidance or help from others). misconceptions, or
misunderstandings.
Multimedia score = Collaboration score = Content score =
Copyright San Mateo County Office of Education
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45. 45
Rubric For Assessing the Analytical Thinking Process of PROBLEM SOLVING
PROBLEM SOLVING involves developing and testing a method or product for overcoming obstacles or
constraints to reach a desired outcome. It includes four criteria that can be assessed:
a. Accurately identifying obstacles to solving a problem(s).
b. Proposes more than one way of solving the problem(s).
c. Identifying how the problem(s) was solved and explaining what happened.
d. Explaining your decision for solving the problem(s) that way.
4 a. I accurately and thoroughly described several obstacles and arranged them in order of importance.
b. I proposed several creative and reasonable ways of my own to solve the most important problem(s).
c. I identified how the problem was solved and I have shown a deep understanding of the problem and
solution by thoroughly explaining what happened..
d. I provided a clear, complete explanation of the reasons why I decided to solve the problem that way and
why I didn't choose the other ways..
3 a. I accurately described various obstacles and identified the most important.
I proposed several ways of my own to solve the most important problem(s) but they're not all reasonable
b. or creative.
c. I identified how the problem was solved and I explained it briefly.
d. I provided a clear, complete explanation of the reasons why I decided to solve the problem that way.
2 a. I described at least two obstacles OR I did not identify the most important.
b. I proposed only two ways to solve the most important problem(s).
c. I identified how the problem was solved but I didn't explain it.
d. I wrote a brief answer about this but it is not very clear of complete.
1 a. I described only one obstacle.
b. I proposed only one way to solve the most important problem(s).
c. I did not identify how the problem was solved.
d. I did not explain why I solved the problem that way.
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46. 46
RUBRIC FOR INTERPERSONAL COMMUNICATION SKILLS
Performance Element Level 4 Level 3 Level 2 Level 1
Listening You are always attentive to You are attentive to others You are occasionally You are consistently
others when they speak. when they speak; you are inattentive to others when inattentive to others when
occasionally distracted by they speak; distract others' they speak for a wide variety
others. listening. of reasons.
Interruptions You never interrupt when You interrupt others with You interrupt others without You are consistently
others are talking. their permission; their permission; disruptive to others;
interruption helps delivery of interruption interferes with interruptions interfere with
message. delivery of message and may delivery of message and
or may not cause speaker clearly cause speaker
problems. problems.
Eye Contact You face and maintain eye You face and maintain eye You face or maintain eye You do not face or maintain
contact with those who are contact with those who are contact with the speaker; eye contact with the
speaking. speaking; eye contact may you occasionally lose or speaker; annoys speaker.
be distracting to those who remove eye contact,
are speaking. distracting the speaker.
Information Seeking You ask questions when you You ask questions when you You ask questions when you You exhibit little or no
Questions do not understand what is do not understand what is do not understand what is interest in information being
being said; questions are being said; some questions being said; many questions shared; no information
pertinent to main ideas. may not be pertinent to are not pertinent and do not seeking questions are asked.
main ideas. allow the speaker to
effectively communicate
main ideas.
Voice You always speak in an You speak in a voice which is You speak in a voice which is You speak in a voice which is
understandable voice, using generally understandable; generally understandable; frequently difficult to
clear tone, enunciation, and sometimes tone, enunciation sometimes tone, enunciation understand due to poor
reasonable pace; message is or pace interferes with or pace interferes with tone, enunciation or pace
clearly received. message; adjusts delivery message; you need the even after listener requests
when listener does not listener to ask you to modify to repeat message.
understand. delivery of message.
Understandability You use words, terms, and You use understandable You use confusing words and You use confusing words,
examples which others words and terms, but need terms; uses examples which, terms, and/or examples
clearly understand. examples to clarify major to a limited degree, help which listener does not
ideas. listener understand. understand.
Empathy You put your self in others' You put yourself in others' Accept others' feelings; does Find it difficult to accept
shoes; accept and shoes; accept others' not understand others' others' feelings; does not
understand the feelings and feelings, but do not motivations and show no or understand others'
motivations of others; take understand others' little interest in seeking to motivations; show no or
steps to deepen motivations; are interested understand others. little interest in others.
understanding. in seeking deeper
understanding, but do not
take active steps.
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TTC EARCOS SFC Oct. 2012 46 Best Practice in Assessment