Embedded Files
About this Session
Using rubrics help students understand explicit requirements and expectations of a task. What if we could have the same approach for skills rather than tasks? In this session, we will introduce progression-based rating and the Learning What Matters "continua."
LEARNING ACTIVITy
LEARNING ACTIVITy
Accessing Prior Knowledge
Accessing Prior Knowledge
Open the spreadsheet and create a rubric for dribbling a basketball. The first column on the left should list topics, skills, or standards that are being assessed. The top row should list the different performance levels, ratings, scores, grades or points.
Start by focusing on the highest level and the lowest level. Don't worry about filling in the middle boxes.
NOTE: You may complete this on paper or in an Excel spreadsheet.
Progression-based Rubrics or Continua
Progression-based Rubrics or Continua
Using the Continuum: Scoring, Feedback, Task Design
Using the Continuum - Overview of Three Scoring Rules and Look-fors
In the illustration above, a competency (1) is structured as a grouping of related skills (2) that cumulatively serve as a measure of a learner’s level of competence. Performance level descriptors (3) along a continuum help describe how each skill becomes more sophisticated as it develops toward mastery (4). Based on our most recent analysis, Level 10 represents “college ready” work and “Level 12” on our continuum represents “college-level” work.
SUPPORTING RESOURCES
SUPPORTING RESOURCES
LWM Competency Sets
Every August, we publish our competencies to reflect our learning from the previous year. The google folder below is our working folder for all current competencies and continua.
What IS the difference between competencies and standards?
Report abuse