RUBRICS

1. RUBRICS Assessment and Intervention

2. A RUBRIC ARTICULATES Expectations for the Assignment Criteria or �What Counts� Levels of Quality from excellent to poor

3. HOLISTIC RUBRIC �Wholistic� evaluation First impression of the overall quality of the writing Domain Scoring Guide for the PSSA Writing Test The holistic form of assessment takes more time to show growth. With IEP�s and progress monitoring, holistic scoring may not help you achieve your purpose.The holistic form of assessment takes more time to show growth. With IEP�s and progress monitoring, holistic scoring may not help you achieve your purpose.

4. ANALYTIC RUBRIC Description of writing based upon certain qualities inherent to the piece Examination of the individual parts or elements to look at the whole Analytic scoring takes less time to show a student�s growth and progress. You can create analytic rubrics based on what has been taught and what needs to be measured in a specific area. Analytic rubrics help indicate incremental learning.Analytic scoring takes less time to show a student�s growth and progress. You can create analytic rubrics based on what has been taught and what needs to be measured in a specific area. Analytic rubrics help indicate incremental learning.

5. Analytic Rubric used by the Teacher to Analyze students� work. Assess students� strengths and weaknesses in writing and composing. Create intervention tools for instruction.

6. Analytic Rubric used by the Teacher to Develop instructional rubrics for students. Teach necessary concepts through direct instruction. Evaluate and monitor students� progress in writing skills.

7. Analytic Rubric used by the Teacher to Conference with individual students Repeat instruction, if necessary. Move students to higher levels of writing skills.

8. Analytic Rubric used by the Students to Get a general sense of the undertaking. Set goals for their writing. Create plans for papers. Complete self-assessments.

9. Analytic Rubric used by the Students to Improve their personal writing styles and skills. Monitor their progress. Hopefully, feel more comfortable with their writing.

10. Use Assessment as an Instructional Tool Students can generate their own scoring rubrics. Thus, student-prepared rubrics are grounded in their own values and critical judgment.

11. ASSESSMENT through RUBRICS Define assessment for students in terms of feedback.

12. ASSESSMENT through RUBRICS Do not ask students to grade themselves. Teach students how to use rubrics to formally assess their own writing.

13. YOUR TURN Within your small group, score the writing for your given domain area. At this time, have the participants read and assess the group�s prompts. The plan is to have copies made of some responses from the morning session (hopefully, planted ones so that pieces are not perfect.) Each group should be given a separate domain to evaluate; focus, content, organization, style, conventions. Individuals score each piece; group discusses their findings and reports to larger group. Based on number of participants, number of groups will vary. Hopefully, chart paper or overhead materials will be available for recording some ideas.At this time, have the participants read and assess the group�s prompts. The plan is to have copies made of some responses from the morning session (hopefully, planted ones so that pieces are not perfect.) Each group should be given a separate domain to evaluate; focus, content, organization, style, conventions. Individuals score each piece; group discusses their findings and reports to larger group. Based on number of participants, number of groups will vary. Hopefully, chart paper or overhead materials will be available for recording some ideas.

14. YOUR TURN Create a scoring rubric specific to your domain and group piece. Define the trait for your domain. State the criteria needed to meet a certain level. Write your guide from one point of view (student or teacher).

15. YOUR TURN Share your rubrics with the group. What interventions can you provide to move your students from low scores to higher scores?

16. INTERVENTION Instructional Strategy Method to intervene or �change� poor writing practices exhibited by students. Teaching practice to develop improved student skills so that students can achieve higher levels. After assessing students� writing, you may need to develop interventions to help improve their skills.After assessing students� writing, you may need to develop interventions to help improve their skills.

17. INTERVENTION How can you, as the teacher, help your students improve their writing? Review individual assessments and select certain targets as achievement goals. Think about the assessment you just gave for the informational piece from this morning.Think about the assessment you just gave for the informational piece from this morning.

18. INTERVENTION Develop interventions in the form of direct instruction, student goals, collaborative learning, models, planning, proofreading, conferencing� Look at your rubrics. What problems occurred in the writing from this morning?What problems occurred in the writing from this morning?

19. INTERVENTION As simple as �I want you to add three strong words to your story.� �Write as much as you can in 3 minutes.� �Circle the word said. Replace it with another word.� As a group, I would like you to brainstorm some ideas for intervention practices within your domain area.As a group, I would like you to brainstorm some ideas for intervention practices within your domain area.

20. INTERVENTION As complex as �Look at the beginnings of your sentences. Do they always start the same way? If so, I will help you change some of those beginnings.� More complex because this requires synthesis of style techniques�not always easy for even the best writer during a timed writing.More complex because this requires synthesis of style techniques�not always easy for even the best writer during a timed writing.

21. INTERVENTION As simple as �Reading this paper is easy.� As complex as �Do big errors shout at me from the page?� Reading the paper is easy�addresses fluency and conventions�no mechanics or usage errors force the reader to stop�praise is important too. Do big errors shout?�the reader stumbles; student needs help with conventions : spelling, punctuation�For your purposes in your classrooms, select one aspect to teach at a time.Reading the paper is easy�addresses fluency and conventions�no mechanics or usage errors force the reader to stop�praise is important too. Do big errors shout?�the reader stumbles; student needs help with conventions : spelling, punctuation�For your purposes in your classrooms, select one aspect to teach at a time.

22. YOUR TURN Within your small group, develop some interventions for your domain area. Try to devise as many as ten different interventions. You may phrase these as questions or statements from either the teacher or the student. Think of how you would use the ideas later (conference, new rubric�) Please be ready to share at least three of your interventions with the group. Again, hopefully chart paper or overhead materials will be available to record ideas. Ideally, if we had time, a gallery walk would benefit them. At least they would be able to walk around the room! Possible interventions: FOCUS: Do I keep to a single point of view? What is my purpose? Am I writing in the correct manner for my topic? You focused on the topic most of the time. CONTENT: You show your knowledge. Can you add something to make this clearer? Read the entire question/ prompt aloud? Does your content answer it? Is there anything that doesn�t belong? Cross it out. ORGANIZATION: I have trouble following your sequence because you jump around. Can I follow along without getting lost? Does your first line hook me? Label your introduction and your conclusion. STYLE: Go through your paper and add sounds, colors, or metaphors. Circle each major word you use more than 2 or 3 times. Can you change that word? Do I sound interested in what I am writing? Do I sound like myself? Read your paper aloud. Does it flow smoothly? CONVENTIONS: Have you left out any letters or words? Have you written any words twice in a row? Does your writing look clean? Try to devise as many as ten different interventions. You may phrase these as questions or statements from either the teacher or the student. Think of how you would use the ideas later (conference, new rubric�) Please be ready to share at least three of your interventions with the group. Again, hopefully chart paper or overhead materials will be available to record ideas. Ideally, if we had time, a gallery walk would benefit them. At least they would be able to walk around the room! Possible interventions: FOCUS: Do I keep to a single point of view? What is my purpose? Am I writing in the correct manner for my topic? You focused on the topic most of the time. CONTENT: You show your knowledge. Can you add something to make this clearer? Read the entire question/ prompt aloud? Does your content answer it? Is there anything that doesn�t belong? Cross it out. ORGANIZATION: I have trouble following your sequence because you jump around. Can I follow along without getting lost? Does your first line hook me? Label your introduction and your conclusion. STYLE: Go through your paper and add sounds, colors, or metaphors. Circle each major word you use more than 2 or 3 times. Can you change that word? Do I sound interested in what I am writing? Do I sound like myself? Read your paper aloud. Does it flow smoothly? CONVENTIONS: Have you left out any letters or words? Have you written any words twice in a row? Does your writing look clean?

23. YOUR TURN Share your interventions with all of us.

24. YOUR TURN Develop some writing rubrics for and with your students. Assess your students� progress. Devise interventions to improve their skills. Enjoy observing your students as they make progress with their writing.

25. YOUR TURN Interpret the PSSA domain scoring guide. Create analytic rubrics. Develop interventions. Practice the Progress Monitoring Process. Write with students!

26. BIBLIOGRAPHY �Assessment and Evaluation.� http://www.sasked.gov.sk.ca/docs/mla/assess.html 25 Feb. 2005. Baldwin, Doug. �A Guide Standardized Writing Assessment,� Educational Leadership. Oct. 2005: 72-75.

27. BIBLIOGRAPHY Olson, Carol Booth. Practical Ideas for Teaching as a Process at the Elementary and Middle School Levels. California Department of Education: 1996. Saddler, Bruce and Heidi Andrade. �The Writing Rubric,� Educational Leadership. October 2004: 48-52.

28. RUBRIC RESOURCES http://rubistar.4teachers.org/index.php http://www.teach-nology.com/web_tools/rubrics/ http://www.uen.org/Rubric/rubric.cgi?rubric_id=1082 http://www.ncsu.edu/midlink/rub.pres.html Some rubrics are available online. When and if you use them, be sure to check spelling, mechanics, and punctuation. Not every rubric is perfect�Create rubrics for your own students. A rubric workshop could take all day!Some rubrics are available online. When and if you use them, be sure to check spelling, mechanics, and punctuation. Not every rubric is perfect�Create rubrics for your own students. A rubric workshop could take all day!