Standards-based Assessment
Vallorie Schlecht
Technology Integration Specialist
Tucson Unified School District
Focus for Today
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Federal Legislation
Traditional and
standards assessment
Explore use of rubrics
Practical ideas for
recording assessment
Reporting to Parents
The Clapping Institute
Volunteers
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5
3
1
1
Clappers
Judges
Recorder
Escort
Clapping Institute
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Volume
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Appropriateness
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Creativity
Clapping Rubrics
Volume
5 – Clapper carefully
controls the volume
of his/her clapping,
taking all or many
relevant factors into
consideration
4 – Clapper does a
good job of
controlling his/her
clapping volume,
taking a few relevant
factors into
consideration
3 – Clapper does an
average job of
controlling his/her
volume, taking at
least o ne relevant
factor into
consideration
2 – Clapper appears
to minimally control
his/her volume,
taking no relevant
factors into
consideration
1 - Clapper appears
to be completely
oblivious to the
importance of his/her
volume
Clapping Rubrics
Appropriateness
5 – Clapper’s style
is excellent and
completely
appropriate, based
on the described
setting.
4 – Clapper’s style is
mostly appropriate,
based on the described
setting.
3 – Clapper’s style is
moderately appropriate,
based on the described
setting.
2 – Clapper’s style
is inappropriate for
the described
setting.
1 - Clapper’s style is
completely
inappropriate for any
setting.
Clapping Rubrics
Creativity
5 – Clapper
demonstrates a style
that, based on the
described setting, is so
creative it influences
or engages other
observers in some
way.
4 – Clapper
demonstrates a style
that, based on the
described setting, is
fairly creative, but
make no visible impact
on the observers.
3 – Clapper
demonstrates some
creativity in his/her
clapping style, though
it is not based on the
described setting.
2 – Clapper
demonstrates very
little creativity in
his/her clapping style.
1 - Clapper
demonstrates
absolutely no creativity
in his/her clapping
style.
Why Standards-based
Evaluation???
Standards in Arizona
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State Standards
Initiative
No Child Left Behind
Arizona LEARNS
All instruction should
be based on the CORE
Standards curriculum
Assessment alignment
critical to standards
implementation
No Child Left Behind
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Set academic standards
High expectations
Measure Student Progress
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Test Students
Tests aligned to the State Standards
Gather test data
Measure adequate yearly progress
Instruction based on gathered data
Report Student progress to Parents/Guardian
Traditional Grading
Traditional Grading
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Uses A, B, C, D, F or E, S, N
Directions are given for each assignment
Each assignment is given a numerical
evaluation by the teacher
Scores are averaged and range applied
Average determines grade on Progress
Report
Traditional Assessment
Assumptions
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Usually based on one evaluation of product
by teacher
Bell Curve
Some portion of children will fail
Competitive
Comparative
Traditional Assessment
Assumptions
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Paper and pencil
End of lesson
Answers are right or wrong
Problems
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Teachers consider many factors other than
academic achievement when assigning
grades
Teachers weight assessments differently
Teachers misinterpret single scores on
classroom assessments
Teachers determine assignments and tests
and number of each
Alternative Factors in Grading
Grade Level
Effort
K (N = 79)
1-3 (N = 110)
4-6 (N = 158)
7-9 (N = 142)
10-12 (N =151)
31%
29%
30%
36%
36%
Behavior Cooperation Attendance
7%
8%
8%
10%
14%
4%
4%
8%
8%
9%
8%
8%
10%
18%
24%
Source: Marzano (1995b)
Standards-based Assessment
Finding Clear and Visible Targets
Standards-Based Evaluation
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Clear and specific observable outcomes
– connected to the CORE curriculum
Ungraded practice
Criteria for evaluation present prior to
assignment
Criteria explained in a rubric—a scoring
guide
Student completes assignment
Standards-based Evaluation
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Student work compared to
criteria on rubric and score
is given
Reteaching/Extensions
Continue working toward 4
Reevaluation
Trends used to determine
successful completion of
standard and final
progress report grade
Traditional
vs.
Standards-based
Thinking about
Standards-based Assessment
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Concepts or skills are evaluated in context
Allows students to show learning over time
 Observations
 Collections of work
 Performances
 Exhibitions
 Demonstrations
Thinking about
Standards-based Assessment
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Good teaching and learning can happen
with or without formal grading
Stimulating, meaningful curriculum
motivates students to work hard—
grading alone may not
Students should not be graded during
the learning process
Thinking about
Standards-based Assessment
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Grades are somewhat
effective as incentives,
but are almost never
effective as punishment
Low grades cause most
students to withdraw
from learning
Reporting grades as
averages is unfair
Thinking about
Standards-based Assessment
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Assessment methods
that compare students
to each other are not
helpful for struggling
students
Avoid grading curves
A separate guide for
effort should never be
given
Thinking about
Standards-based Assessment
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Evaluation methods should
enable students, parents, and
teachers to plan for improved
outcomes on the next attempt
Students should be expected
to continue working on a task
until high-quality work is
achieved
How does this look in my
classroom??
Curriculum Alignment
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Identify the learning
objective
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Essential knowledge and
understanding
Based on district/state
standards/competencies
Design lesson around
objectives
Select a performance task
that accurately measures
performance in relation to
objectives
Focus Questions
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Main things students
will learn
Question format
Clearly stated
Grade-level
collaboration is ideal
Focus Question Example
1. How and why did people come to North
America?
2. What evidence do we have for our theories?
3. How and where did the land bridge form?
Focus Questions
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Streamline the entire instructional
process
Match the performance task to the unit
objectives
Keep students focused on the stated
goals of the unit
Give teachers a handle on the amount
of curriculum there it to cover
Standards-based Assessment
Methods
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Observation
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Systematic
Record
Let your students
know purpose and
use
Tapes
Easy to use
Standards-based Assessment
Methods
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Performance
Assessments
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Performance of
learning in real life
situations
Improvement to
acceptable levels
Investment of time
and guidance
Grading Performance
Grading Performance Tasks
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Rubrics
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Brief outlines that
describe the content
and quality needed
to achieve a specific
grade
Helps the grader
determine the
evidence of
students’
understanding
Standards-based Assessment
Methods
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Rubrics
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Progresses from minimal through superior
performance
Based on standards at PO level
Created and presented before work begins
by teacher or students
Standards-based Assessment
Methods
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Rubrics
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Student-created rubrics are very effective
Self-assessment and peer-assessment can
supplement teacher-assessment
Used to guide learning and promote
improvement
Rubrics
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4, 3, 2, 1 or other
system
General vs. TaskSpecific
Student work compared
to criteria on rubric and
score is given
Student works to
correct mistakes
Sample Rubric for Goldilocks
Happy Face
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Three pictures show
what Goldilocks does at
the beginning, middle
and end of the story.
Pictures are in order
There are three colors.
Straight Face
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Something is missing.
Pictures are out of order.
There are only one or
two colors.
Figure One
RUBRIC FOR AN INVENTION REPORT
Criteria
Quality
The report explains the key
purposes of the invention and
points out less obvious ones
as well.
The report explains
all of the key
purposes of the
invention.
The report explains some
of the purposes of the
invention but misses key
purposes.
The report does not refer to
the purposes of the
invention.
Features
The report details both key
and hidden features of the
invention and explains how
they serve several purposes.
The report details
the key features of
the invention and
explains the
purposes they
serve.
The report neglects some
features of the invention
or the purposes they serve.
The report does not detail
the features of the
invention or the purposes
they serve.
Critique
The report discusses the
strengths and weaknesses of
the invention, and suggests
ways in which it can be
improved.
The report
discusses the
strengths and
weaknesses of the
invention.
The report discusses
either the strengths or
weaknesses of the
invention but not both.
The report does not
mention the strengths or
the weaknesses of the
invention.
Connections
The report makes appropriate
connections between the
purposes and features of the
invention and many different
kinds of phenomena.
The report makes
appropriate
connections between
the purposes and
features of the
invention and one or
two phenomena.
The report makes unclear
or inappropriate
connections between the
invention and other
phenomena.
The report makes no
connections between the
invention and other things.
Purposes
http://www.middleweb.com/rubricsHG.html
Rubrics
General rubrics have
a place, but are often
too ambiguous to be
very effective
Task Specific Rubrics
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Demystify the
grading process
Quality and quantity
Observable
outcomes
Directly related to
the focus question
Build on one
another
Clean Your Room
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Fully Accomplished: 2 am
Substantially Accomplished: Midnight
Partially Accomplished: Must clean
better before you can go out
No Progress: Stay home with Mom and
Dad
Write a
rubric for a
4 Groups
Rubric Scoring
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Continue working
toward 4
Level of mastery of the
standard determines
final grade
Trends – Marzano’s
Power Law of Learning
Thoughts to Consider
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Value the discussion
Start with simple
rubrics
Only use rubrics with
major projects or
activities
Start with your
strength
Thoughts to Consider
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Work with another
teacher
Be patient. Rubrics
don’t have to be
perfect!
It is easier the next
time around
Rubrics Become Road Maps
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Students understand the language and
its meaning
Students realize the impact that
learning the material will have on the
outcome of their performance task
Have a plan of action for performance
What are the Benefits???
Benefits of the Model
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Clarifying instructional objectives
provides structure for students
Focus questions make instructional
choices easier
Student discussions and self-reflections
provide the teacher with useful
feedback about instruction
Benefits of the Model
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Increased student engagement
increases student motivation and
participation
Observing students during peer
assessment provides valuable insights
regarding student learning and group
interaction.
Rubrics can
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Help teachers define excellence and
plan how to help students achieve it.
Communicate to students what
constitutes excellence and how to
evaluate their own work.
Communicate goals and results to
parents and others.
-- Herman, Aschbacher, and Winters (1992)
Rubrics can
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Help teachers or other raters be
accurate, unbiased and consistent in
scoring.
Document the procedures used in
making important judgments about
students.
-- Herman, Aschbacher, and Winters (1992)
Using Standards To Evaluate
Student Growth
Determining Grades
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Standards become the
criteria for performance
assessment
Focus on Competencies
taught that quarter
Power standards
Use ADE Performance
Descriptors as a
guideline
Determining Grades
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Achievement Factors
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Subject-Specific
Content
Thinking and
Reasoning Skills
General
Communication Skills
Determining Grades
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Nonachievement
Factors
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Effort
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Behavior
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Participation
Work Completion
Following rules
Teamwork
Attendance
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Tardiness
Absenteeism
Tracking Performance
From Activities to Competencies
Tracking Performance
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Green Grade Book
Excel Spreadsheet
Making the Grade
Performance
Objective Checklists
New district
template
Your own method
http://instech.tusd.k12.az.us/checklist/checklist.htm
Reading 3rd Quarter
Summarize Text in Own
Words - Jerry's Bicycle
Compare and contrast
(characters) - Henry and
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4
3
1
2
2
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3
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2
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ab
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Id entify the autho r's
p urp o s e, b ias , p o s itio n and
s trateg ies in a p ers uas ive
s electio n. (R-E4 )
Determine cause and effect
relationship - WS 47
Determin cause and effect
relationship - TCM 63 Henry and Beezus
Identify the author's purpose
- Zlateh the Goat pg 34
Identify the author's purpose
- Jerry's Bicycle - Comp
Questions
Discuss the author's bias as
a group - Reading group
work
Identify the main idea WS 42, Freckle Juice
John Adames
Suzy Marienta
Mary Smith
Victoria Kiser
James Bryant
Johnnie Latham
Pablo Pizzaro
Jackie Evans
Jennifer Datus
Michael Wrook
John Stewart
Identify the main idea Zlateh the Goat
Activity
Competency
Us e read ing s trateg ies s uch as making inferences and
p red ictio ns , s ummarizing , p arap hras ing , d ifferentiating
fact fro m o p inio n, d rawing co nclus io ns and d etermining
autho r's p urp o s e and p ers p ective to co mp rehend written
s electio ns . (R-E2 )
3
3
3
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ab
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ab
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Standards-based Assessment
Methods
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Portfolios
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Collection of work
over time
Emphasize strengths
Illustrate how they
learn rather than
what they know
Regularly scheduled
work times
Talking with Parents
Communication
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Parent Forum
Parent Brochure
Standards
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Monthly/Weekly
Newsletters
Beginning of the
Year
At Progress Report
time
Grading Policy
Talking Standards
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Conferences
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What are the standards?
Articulate what is being taught
Provide information as to how well the
student has mastered the content
Discuss strengths and weakness
Indicate how future growth will be
supported
Talking Standards
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Classroom
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Posting objectives
Delineating criteria for assignments
Use of Rubrics
Going for the Gold
Questions
Vallorie Schlecht
Educational Technology
225-6278
vallorie.schlecht@tusd.k12.az.us