sampleswork

of

E L I Z A B E T H K I N GE N G L I S H F A C U L T Y M E E T I N G

1 8 T H J U L Y 2 0 1 6

ACKNOWLEDGMENT

ofCOUNTRY

R U B R I C SF O R M A T I V EA S S E S S M E N T

Q U E S T I O N S F O RS T U D E N T S

S A M P L E S O FW O R K

1

O V E R V I E W

2 3

WHERE AM I?

HOW DO I GET THERE?

WHERE AM I GOING?

"Learning howto learn used to be

an optional extra ineducation; today,it’s a SURVIVAL

SKILL” W I L I A M & L E A H Y ( 2 0 1 5 )P . 1 6 9

RUBRICS

We will learn what needs to be

considered in a successful

recital of poetry.

I have identified the features of

an effective poetry recital. I feel

ready to start practicing my

poem.

LEARNINGINTENTIONS

SUCCESS CRITERIA

L I M I T A T I O N S O F R U B R I C S

L I M I T A T I O N S O F R U B R I C S

Focused on Evaluation

WILIAM & LEAHY (2015)WILIAM & LEAHY (2016)

L I M I T A T I O N S O F R U B R I C S

Focused on Evaluation

WILIAM & LEAHY (2015)WILIAM & LEAHY (2016)

Rarely mean the same to students as theydo to teachers

LIMITATIONS OF RUBRICS

Andrade & Valtcheva (2009)

Andrade, Du, & Wang (2008)

Andrade, Wang, Du, & Akawi (2009)

Jonsson & Svingby (2007)

Ross (2006)

“The h ighes t l eve l o f arubr i c for a p iece o f

per suas ive wr i t ing mightrequ i re the e s say make anef fec t i ve argument , bu t i fa s tudent does not know

what cons t i tu te s anef fec t i ve argument , the

rubr ic i s o f l im i ted use” W I L I A M & L E A H Y ( 2 0 1 5 ) P . 4 1

SAMPLESOF

WORK

"Rubr ic s shou ld becomplemented wi th

‘anchors ’ , o r examples , toi l l u s t ra te the var ious l eve l s

o f a t ta inment . Theanchors may be wr i t t en

descr ip t ions or , evenbet te r , ac tua l work

samples” J O N S S O N & S V I N G B Y( 2 0 0 7 )P . 1 3 2

We will learn about the

importance of using samples of

work to communicate quality.

I understand that samples of

work are key to activating my

students are learning resources

for one another and as owners

of their own learning.

I am going to start collecting

samples of work and make time

in my teaching for students to

critique samples of work.

LEARNINGINTENTIONS

SUCCESS CRITERIA

"The language that s tudent s use todescr ibe the i r percept ions o f the

d i f fe rences in qua l i ty be tween thep ieces o f work wi l l then natura l l yl end i t se l f to the cons t ruc t ion o f

succes s c r i t e r ia for the work . Moreimpor tant ly , the succes s c r i t e r ia

wi l l be anchored in ac tua l samplesof work ra ther than vague and

decontextua l i zed s ta tements tha tcan be in te rpre ted in a number o f

ways"W I L I A M & L E A H Y ( 2 0 1 5 )P . 4 2

TIPS

TIPS

Model 1st

TIPS

Model 1st

Model assessment language

TIPS

Model 1st

Model assessment language

Start with 2 pieces of work

TIPS

Model 1st

Model assessment language

Start with 2 pieces of work

Make deliberate choices

TIPS

Model 1st

Model assessment language

Start with 2 pieces of work

Make deliberate choices

Use anonymous work

“Asses s ing one ’ s work , a s we l l a sas se s s ing the work o f one ’ s peer s in

the c la s s room i s emot iona l lycharged , and the emot iona l

re sonances can of ten in te r fe re wi thengag ing in the demands o f the

task . However , a s se s s ing the workof the anonymous o ther i s

emot iona l ly neut ra l , so s tudent s a reab le to focus more e f fec t i ve ly on

the ta sk . ” W I L I A M & L E A H Y ( 2 0 1 5 )P . 4 2

SUMMARY

Use samples of work to communicate quality.

Samples of work should be the starting point for

developing self and peer assessment skills.

We will learn about the

importance of using samples of

work to communicate quality.

I understand that samples of

work are key to activating my

students are learning resources

for one another and as owners

of their own learning.

I am going to start collecting

samples of work and make time

in my teaching for students to

critique samples of work.

LEARNINGINTENTIONS

SUCCESS CRITERIA

“No one can makeanyth ing work in

someone e l se ’ sc la s s room. To maketh ings work in the i rc la s s rooms , t eachers

have to make the ideasthe i r own”

W I L I A M & L E A H Y ( 2 0 1 6 )P . 1 7 0

QuestionsComments

REFERENCESAndrade , H. & Val tcheva , A . (2009). Promot ing Learning and Achievement Through Se l f-Assessment . Theory Into Pract ice , 48(1), 12-19. Andrade , H. , Du, Y . , & Wang, X . (2008). Put t ing Rubr ics to the Tes t : The Effect of aModel , Cr i ter ia Generat ion, and Rubr ic-Referenced Se l f-Assessment on Elementary SchoolStudents ' Wri t ing . Educat ional Measurement : I s sues And Pract ice , 27(2), 3-13.

Andrade , H. , Wang, X . , Du, Y . , & Akawi , R . (2009). Rubr ic-Referenced Se l f-Assessmentand Se l f-Eff icacy for Wri t ing . The Journal Of Educat ional Research, 102(4), 287-302.

Brookhart , S . (2013). How to create and use rubr ics for format ive assessment and grading .Alexandr ia , VA: ASCD.

Jonsson, A . & Sv ingby, G . (2007). The use of scor ing rubr ics : Re l iab i l i ty , va l id i ty andeducat ional consequences . Educat ional Research Rev iew, 2(2), 130-144.

Ross , J . A . (2006). The re l iab i l i ty , va l id i ty , and ut i l i ty of se l f-assessment . Pract ica lAssessment Research & Evaluat ion, 11(10), 1-13.

Wi l iam, D. (2011). Embedded format ive assessment . Solut ion Tree Press .

Wi l iam, D. (2016). Leadersh ip for Teacher Learning : Creat ing a Cul ture Where Al lTeachers Improve so That Al l Students Succeed . Moorabbin : Hawker Brownlow Educat ion .

Wi l iam, D. & Leahy, S . (2015). Embedding format ive assessment . V ic tor ia : HawkerBrownlow Educat ion .