Source: Globe, Clker, http://bit.ly/1CVSonk; Stick Figure, Clker, @(2:30) iRubric, http://bit.ly/1AZsa1O @(3:22) Data Chart, Provided by the Author @(3:42) Schoology Quiz, Provided by the Author @(4:04) Schoology Quiz, Provided by the Author
Hi everyone and welcome. My name is Gino Sangiuliano, and today we're going to continue with how to use scales and rubrics to assess standards based assignments. Let's take a look at this.
We'll start by defining the term proficiency scales. Now proficiency scales are a scale. They're from low to high, and they're used to measure competency on specific skill. Typically they include a wider base of scores. Proficiency scales can be created for any subject area, and at any grade level. You start by what it is you want students to know, or how to do, and work from there. Here's an example of creating a proficiency scale. And for more information you can look up the work of Robert Marzano on his website marzanoresearchlaboratories.com.
So here's the example. Step one, you create a learning goal. This is something you can take right from the Common Core state standards. For this example I'll use a Common Core state standard ELA literacy w4.2.e, which reads provide a concluding statement or section related to the information or explanation presented.
Step two, you place that learning goal right in the middle of your scale. In this case we're going to use three. Based on that goal, you create a higher level goal and place it on the scale as four. And then you create a more simple one of the scale on two. One or zero do not have any goals associated with them.
So here's what it might look like. As you can see number three you have, provided concluding statement or section related to the information or explanation presented. I bumped it up to a four, provide a concluding statement or section related to and enhancing the information or explanation presented. And I bumped it a level down for number two, for student who just provides a concluding statement. Number one there's no evidence of performance. And as you can see I've also added the 0.5, the 1.5, 2.5, and 3.5, to give a little wiggle room in between those descriptors. On Robert Marzano's the website you'll find a proficiency scale bank that he encourages teachers to pull from and use or modify.
Now in standards based rubrics they measure multiple competencies, and they're typically scored on a four point rubric. There are a lot of tools like Goobric's and iRubric out there. In fact, the screenshot is of the iRubric home. As you can see they have a gallery of rubrics. You can search for specific rubric. You can build your own and save them into my rubrics. And you can also find assessments and create assessments as well.
Here's an example of a standards based rubric taken from iRubrics. As you can see it has the four points, advanced, proficient, basic, and below basic. This rubric is measuring the student's ability to write a persuasive paragraph. And you can see the competencies that are listed, introduction, content, organization, style, and language and conventions.
When you walk into many classrooms you're likely to see charts with colored stickers and graphs tracking student growth. Teachers have long held this information for themselves. But what we are beginning to realize is that through the work of such researchers as Grant Wiggins and John Hattie, that when students track and own their progress it helps them to focus on what they need to do and improve their work. This is an example of a class consents-a-gram on information text.
There are numerous digital tools that can help you to track student progress. For example, aspen , sheets in Google, and Sophia just to name a few. Here's an example of Schoology. This is an online quiz for ninth grade geometry class. Students take this online and submit their work to the teacher. Students get instant feedback that looks like this. And it's sent to them, telling them what they get right and wrong. This is another example of students owning the data, and then doing something with it.
Some systems, like 10 marks, also allow teachers to create specific playlists based on the needs of their students. And they also have video tutorials to explain what they got wrong. From a teacher's perspective the results get organized in automatically sent to them in the form of a spreadsheet or a graph, making it easier for them to target students in need of interventions or enrichment.
Let's go ahead and summarize what we covered in today's lesson. We defined proficiency scales and looked at some examples. We defined standards based rubrics and looked at an example. We talked about the importance of owning the data. We also mentioned some tools that track progress digitally for students and their teachers.
Here's some food for thought. Visit YouTube or teacher tube and search one of the tools that we mentioned in this lesson. You're sure to find videos explaining their use in greater detail. For more information on how to apply what you learned in this video, please view the additional resources section that accompanied this presentation. The additional resources section includes links useful for applications of the course material, including a brief description of each resource.
As always, thanks for watching. We'll see you next time.
(00:14-02:19) Proficiency Scales
(02:20-03:06) Standards Based Rubrics
(03:07-03:33) Owning The Data
(03:34-04:28) Digital Tools
(04:50-05:23) Food For Thought
Standards-Based Learning Teacher Handbook
This comprehensive handbook instructs teachers on how and why to use standards based grading. Instructions for the development of proficiency scales and rubrics are included in this document. In addition, there are templates for ease of teacher use.
Formative Assessment & Standards-Based Grading: The Journey for Dansville Schools
This presentation illustrates the connections between standards, formative assessment strategies, and increased student motivation and achievement. Included in this presentation are clear process steps for teachers to follow as they implement standards based instruction and aligned formative assessment practices.