Tag Archives: rubric

Leading Learners to Level Up #MICON12

Posted on by
2

On Wednesday, June 13, Bo Adams and Jill Gough are  facilitating a session at The Martin Institute’s 2012 Conference (#MICON12 on Twitter) on formative assessment entitled Leading Learners to Level Up.

Leveled formative assessment that offers learners the ability to calibrate understanding with expectations and, at the same time, shows the path to the next level will improve learning and teaching. Use assessment to inform learners where they are on the learning spectrum, where the targets are, and how to level up.

Leading Learners to Level Up (Framework plans) [50 minutes]

  1. Formative Assessment presentation [15 minutes]
  2. Examples of Leveled Formative assessments
    1. Algebra: Linear Functions, Slope [5 minutes]
    2. Synergy: Essential Learnings, Observation Journals [5 minutes]
    3. SMART Goals and other PLC examples [5 minutes]
  3. Use PollEverywhere to decide the next step:  many individual/pair workshopped rubrics or mini individual workshopped rubric to then share out to whole group (like faculty web presence; group work – engaged participation) [5 minutes]
  4. Participant workshop time to develop leveled assessment for use with learners   [10 minutes + 10 minutes to share out & wrap up]

[Cross-posted at Experiments in Learning by Doing]

Connections! English and Art

Posted on by
Reply

I really don’t have time to be writing a post, just now, at this moment. However, a team of English teachers in the Junior High School  included me on an email distributing a rubric for a current exploration of the god-teacher archetype, and I am blown away! I feel positively compelled to sing their praises.

Why am I blown away?

  • The rubric is designed for facilitating a detailed feedback to student learners.
  • The rubric is designed for providing feedback about the visual attributes of an assessment submission related to some complex understanding of the archetype.
  • The rubric was developed from the 6+1 Writing Traits Rubric, and the connections among the written word and the visual image are astounding – the direct comparison between the two assessment tools is so cool.
  • The developing teachers worked in PLC to advance their response to the critical questions: 1) what should students learn?, and 2) how will we know if they are learning?
  • The developing teachers include English teachers and an art teacher – the paths to developing project-based learning and integrated studies are more and more becoming the visible, rather than hidden, routes to improved instruction and learning. Collaboration is increasingly important to us as we seek to enhance learning at deep levels.
  • The sharing of the instrument was quick and assumed.
  • I understand how intense this type of assessment work can be, so I appreciate the effort that this extended team put into the process.

I could keep writing bullet points all afternoon. I am so appreciative of these teachers – these lead learners – finding ways to innovate, create, repurpose, and design. THANK YOU!