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AUTHENTIC RUBRIC BUILDING WITHIN THE TLCP. Sheraton Centre Hotel Thursday, July 3 rd , 2008. Marian Wall- Ryel Judit Sastre Bethan Sidey. “If you don’t know where you are going you may wind up someplace else.” Yogi Berra. Key Words. Intentionality. Alignment. Rationale. Intentionality:
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AUTHENTIC RUBRIC BUILDING WITHIN THE TLCP Sheraton Centre Hotel Thursday, July 3rd, 2008 Marian Wall-Ryel JuditSastre BethanSidey
“If you don’t know where you are going you may wind up someplace else.” • Yogi Berra
Key Words • Intentionality • Alignment
Rationale Intentionality: • Data helps us do a gap analysis that becomes the focus of our instruction • PLCs help us develop focused instructional strategies that address the needs of our students Alignment: • Assessment tools that are aligned with what has been taught and measure what we set out to teach our students
Activity • Add Carton Here What does the author mean by, “Crayons can teach us a good lesson?” Explain your answer using proof from the cartoon and your own ideas.
APE • What does the author mean by, “Crayons can teach us a good lesson?”Explain your answer using proof from the cartoon and your own ideas. What is this question asking students to do? • A = answer the question (rewrite the question as the topic sentence) • P = prove it (using specific details from the reading selection) • E = extend (by making connections, including prior knowledge and making inferences)
Steps • Divide Table into Group A & Group B • Answer Question - UsingAPEformat • Determine Level 4 critieron using Anchors • Start breaking down “look fors” into remaining Level rubric cells
Divide Table into Group A & Group B • Answer Question - UsingAPEformat • Determine Level 4 critieron using Anchors • Start breaking down “look fors” into remaining Level rubric cells
Steps • Sort remaining work samples into High, Medium & Low or Levels • Group A and B compare results • Generate questions or comments for discussion
Sort remaining work samples into High, Medium & Low or Levels • Group A and B compare results • Generate questions or comments for discussion
Phase 1 Determine curriculum expectation Create a culminating activity Answer the culminating question– in your PLC groups - usingtheAPEformat Determine Level 4 “Look Fors” using teacher-generated responses Develop the rubric by breaking down each “Look For” for each level of achievement
Phase 2 Use the “Look Fors” to teach with intentionality – implement best practices Post the “Look Fors” for student use Use the rubric during formative assessments to provide goal-setting feedback to students Use student work during formative assessment period to fine-tune the rubric Use student work as exemplars
Phase 3 Administer culminating activity Participate in Moderated Marking within the PLC setting – select anchor pieces with rationales Discuss the alignment of the rubric, assessment question and teaching practices For sustainability and networking, create a Pathway Binder
Key Word PROCESS
“We don’t receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us”.Marcel Proust