1 / 20

York Curriculum Development Module 5: Analytic and Longitudinal Rubrics

York Curriculum Development Module 5: Analytic and Longitudinal Rubrics. Toby Boss Lenny VerMaas Jen Madison April Kelley. Essential Questions. How can analytic and longitudinal rubrics be developed and used by both teachers and students?. Goal.

reece-osborn
Download Presentation

York Curriculum Development Module 5: Analytic and Longitudinal Rubrics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. York Curriculum DevelopmentModule 5: Analytic and Longitudinal Rubrics Toby Boss Lenny VerMaas Jen Madison April Kelley

  2. Essential Questions • How can analytic and longitudinal rubrics be developed and used by both teachers and students?

  3. Goal • Participants will be able to develop and use analytic and longitudinal rubrics.

  4. What are the components of a curriculum?

  5. Components • Curriculum Maps • Common Assessments • Anchors • Rubrics • Learning Activities (learning plans) • Troubleshooting Guides • Differentiation

  6. Rubrics • Common rubrics provide consistent evaluation and specific feedback • Provide more consistent evaluation from one teacher to the next • Provide targets for students • K-12 Longitudinal rubrics show the development of a skill across grade levels.

  7. Common Rubrics Provide: • Descriptions of the important dimensions in products or performances • Specification of student performance for different levels of understanding, proficiency, or work quality • A basis for more consistent evaluation from teacher to teacher

  8. Common Rubrics Provide: • A basis for more meaningful “standards-based” grading and reporting • Students with specific performance targets and guides for assessing their own work

  9. Common Rubrics Provide: • Performance benchmarks for judging learners’ progress more consistently • A basis for assessing current performance levels and targeting “next steps”

  10. Materials/Samples • Assessing student performance longitudinally • College/Career Continuum example

  11. Essential Nice to Know Supplemental

  12. Essentials provide direction

  13. Rubric Structure

  14. Rows • Represent the skills or performance components. • Keep this to 3 or 4 important parts

  15. Columns • Represent the various proficiency levels • Keep these to 3 or 4 levels

  16. NeSA Writing Example • 11th Grade Analytic Rubric • 8th Grade Analytic Rubric • 4th Grade Analytic Rubric

  17. Application • Begin with a performance assessment • Determine the rows - components • Determine the columns – proficiency scales • Write descriptors for each cell on the rubric in this order: Level 3, 2, 1, 4

  18. Beginning Developing Achieving Extending Proficiency Scales= Clearly stating what knowledge and skills students demonstrate for varying levels of understanding.

  19. Early Dismissal Schedule • August 31: Curriculum Maps • September 28: Common Assessments • October 12: Anchors • November 30: Rubrics • December 14: Learning Activities • January 25: Trouble Shooting Guides • February 22: Differentiation

More Related