Title: Rubrics for APS Coaches
1Rubrics for APS Coaches
- Christina Fritz
- Fritz_c_at_aps.edu
2A Brief History
- Summer 06 elementary and mid school rubrics
groups merged for vertical articulation of the
standards - Rubrics group started the deconstruction and
verticulation (vertical articulation) of the
Language Arts, Math, Science and Social Studies
Standards. - Fall 07 the group continues the verticulation of
the standards and begins actual writing of the
rubrics - Spring 08 Reading, Math and Social Studies
rubrics will begin to trickle out to the schools
for teacher use and feedback
3Essential Question
- What is proficiency?
- K 8 Rubrics Taxonomy Process
- Adapted from A Taxonomy for Learning, Teaching
and Assessing by Anderson and Krathwohl
4Goals of the K 8 Rubrics
- Provide teachers with rubrics for consistent
identification of student proficiency by grade
and content area - Clarify the intent of the standard re what a
student must demonstrate to show proficiency
5Deconstructing the Standards to Recognize
Proficiency
- Identify the intent of the standard in the
context of the benchmark - What cognitive process is involved?
- What depth of knowledge is required for mastery?
- Are they vertically aligned?
6Take 5 minutes to review the Taxonomy
Table. Discuss with an elbow partner.
7Content vs. Knowledge
- Content
- Matter dealt with in a field of study
- Definition suggests that content is equivalent to
subject matter content domain
- Knowledge
- Reflects our belief that disciplines are
constantly changing and evolving - Subject matter is packaged (e.g., textbooks)
curricular materials
8Content vs. Knowledge
- Emphasize the fact that subject matter content is
historically shared knowledge that is arrived
at through a currently shared consensus within a
discipline and is subject to change over time - Differentiate the subject matter content of an
academic discipline for the materials in which
the content is embedded
9Behavior vs. Cognitive Process
- BEHAVIOR
- A change in behavior was the intended result of
instruction - Intended to make general and abstract learning
goal more specific with the intention of the
teacher to guide instruction and provide evidence
of learning - Was confused with the Behaviorism
(stimulus-response)
10Behavior vs. Cognitive Process
- COGNITIVE PROCESS
- Switch was to avoid the controversy around
behavior and behaviorism - Change reflects the fact that cognitive
psychology and cognitive science are the dominant
perspective in education - Example
- list, write, state are vague in terms of C.P.
- Classify, explain, attribute are specific in
terms of C.P.
11Structure of an Objective or Standard
- Identify both the kind of behavior to be
developed in the student and the content in which
the behavior is to operate - Verb cognitive process (replaces behavior)
- Noun knowledge (replaces content)
12Relationships
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14Cognitive Process How learners think about what
they know as they actively engage in meaningful
learning.
Knowledge Dimension What learners know.
15Cognitive Process Dimension
16Cognitive Process Dimension
17Cognitive Process Activity
- Break into six groups
- Use the Taxonomy Table and the definitions of the
Cognitive Process to provide a brief summary of
one of the Cognitive Process - Teach Back 2-3 minute Summary
18Knowledge Dimension
- Emphasizes what learners know (knowledge) and how
they think (cognitive processes) about what they
know as they actively engage in meaningful
learning - Teachers can, do, and should make decisions about
what is worth teaching in their classrooms - Standards and rubrics offer guidance as they
determine what to teach
19Knowledge Dimension
20Factual vs. Conceptual
- By separating factual knowledge from conceptual
knowledge, there is a highlight of need for
educators to teach for deep understanding of
conceptual knowledge, not just remembering small
bits of factual knowledge
21Knowledge Dimension
22Knowledge Dimension Activity
- Stay in your break out group
- Use the Taxonomy Table and the definitions of the
Knowledge Dimension to provide a brief summary of
one of the Knowledge Dimensions - Teach Back 2-3 minute Summary
23Educational Goals
- Meaningful Learning
- Promote retention
- Ability to remember material at some later time
in much the same way as it is presented during
instruction - Promote transfer
- Ability to use what was learned to solve
problems, to answer new questions, or to
facilitate learning new subject matter
24Our Process
End-product Rubrics for consistent
interpretation of proficiency
- Analyze intent of the standards in context of the
benchmarks - Use taxonomy structure to analyze current
statements (cognitive process depth of
knowledge) - Analyze vertical alignment of current statements
STANDARDS IN PRACTICE - Identify cognitive process depth of knowledge
that better suits the intent
25End-Product Supports Standards Implementation
- Rubrics will clarify
- the intent of standards
- parameters for students to demonstrate
proficiency (level of knowledge, cognitive
process) - Helps teachers identify and apply the assessment
type needed for students to demonstrate mastery - Helps teachers align instruction to provide
opportunities for students to master the standard
26Organizing Questions
- The Learning Question
- The Instruction Question
- The Assessment Question
- The Alignment Question
27The Learning Question
- What is important for students to learn in the
limited school and classroom time available?
28The Instruction Question
- How does one plan and deliver instruction that
will result in high levels of learning for large
numbers of students?
29The Assessment Question
- How does one select or design assessment
instruments and procedures that provide accurate
information about how well students are learning?
30The Alignment Question
- How does one ensure the objectives, instruction,
and assessment are consistent with one another?
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32Depth of Knowledge of Standards
33Identified where the standards fall on the
Taxonomy Table
34Began the development of the Rubrics based on the
depth of knowledge identified on the taxonomy
table
35Verticulation Geography
36Verticulation Geography
37Verticulation Geography
38Verticulation Geography
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