Half day conversation with admin - MY rubrics, formative, summative assessment and report cards.

1. The MY Rubrics:
supporting the new report card
St
James-­‐Assiniboia
Dec.
9
&
10,
2014
Faye
Brownlie

3. Questions to consider in reporting
out
• How
much
is
each
category
weighted?
• What
does
exemplary
performance
look
like
for
this
grade?
• How
much
pracJce
have
the
students
had
before
I
collect
a
mark?
• Can
students
describe
and
idenJfy
level
4
performance?

4. • What’s
working?
• What’s
a
challenge?

5. Purpose!
• FormaJve
assessment:
provide
feedback
to
the
student
to
enhance
performance/
achievement
• SummaJve
assessment:
report
to
others
a
student’s
achievement

6. Timing
• FormaJve
assessment:
day
by
day
and
minute
by
minute;
someJmes
as
a
grand
event
to
guide
instrucJon
• SummaJve
assessment:
at
the
end
of
a
unit,
a
theme,
a
chunk
of
Jme

7. Form
• FormaJve
assessment:
descripJve
feedback
– What’s
working?
– What’s
not?
– What’s
next?
• SummaJve
assessment:
leRer
grades,
percentages,
numbers

8. How can the rubrics support
formative assessment (AFL)?
“Students
taught
by
teachers
who
used
assessment
for
learning
achieved
in
six
or
seven
months
what
would
otherwise
have
taken
a
year.”
-­‐Black
&
Wiliam
(1998).
“Feedback
[is]
in
the
top
ten
influences
on
achievement.
Where
is
the
student
going?
How
is
the
student
going?
Where
to
next?”
-­‐Ha3e
(2012).

9. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sJll
for
them.”
-­‐
SJggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesJons
to
show
evidence
of
learning
Whose
quesJons?
Who
answers?

10. 4.
Descrip<ve
Feedback
Timely,
relevant,
personal,
descripJve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
understand
their
learning
and
Communicate
It
with
others

11. Whole Class Novel

12. How can I help my students
develop more depth in their
responses? They are writing
with no voice when I ask them
to imagine themselves as a
demi-god in the novel.

13. Students need:
• to ‘be’ a character
• support in ‘becoming’ that
character
• to use specific detail and precise
vocabulary to support their
interpretation
• choice
• practice
• to develop models of ‘what works’
• a chance to revise their work

14. The Plan
• Review scene from novel
• Review criteria for powerful
journey response
• Brainstorm who you could be in
this scene
• 4 minute write, using ‘I’
• Writers’ mumble
• Stand if you can share…
• What can you change/add/revise?
• Share your writing with a partner