Embedded Files
Grading Tools
Grading Artifacts: Checklists and Rubrics
BCS Unit 3 World History Proficiency Scales - Finished Draft Step 1: Study your Learning Targets
As you are designing instruction, you should begin with the end in mind. This means making sure you look at what the language of the standard and design instruction to meet the level of thinking indicated in the standard.
Hunter - Unit 3 Artifact PackStep 2: Design Artifacts of Learning that are aligned to the standards
Be intentional about designing learning experiences that allow students to "practice" content and skills necessary to achieve standard proficiency.
Unit 3 ChecklistsStep 3: Help Students Reflect on their Data
Create checklists and proficiency reflection tools that help students reflect on where they are in their learning journey.
Unit 3 SBG SheetStep 4: Student Feedback Rubric
Be intentional about how you are going to provide feedback to students.
Consider:
Grouping feedback by standard to help students focus on each area of learning
Using language from the proficiency documents to help students understand learning goals.
Aligning a Performance Task or Project to a Scoring Rubric and Standards Aligned Learning Target
Step 2: Design your Performance Task or Project
Look at the language of your proficiency documents. You should choose/write TASKS that address STANDARD CONTENT and THINKING SKILLS
Chunk the tasks on your performance task outline by standard indicating what a student needs to do to achieve a proficiency of that standard
Step 3: Student Feedback
Think about how you are going to provide feedback beyond just one score on the Performance Task. On the example above notice:
Feedback is grouped by standard
Feedback can help a student target which standard, if necessary, needs to be reassessed by revising that portion of the performance task
Aligning a Multiple Choice Assessment, a Scoring Rubric and a Learning Target
Step 2: Design your assessment
Look at the language of your proficiency documents. You should choose/write questions that address level STANDARD CONTENT and THINKING SKILLS
Chunk the questions on your assessment by standard. This will make it easier to disaggregate data later.
Question types can be: multiple choice, constructed response, essay, etc
Step 3: Student Feedback
Think about how you are going to provide feedback beyond just one score on your assessment. On the example above notice:
Feedback is grouped by standard
Feedback can help a student target which standard, if necessary, needs to be reassessed
Assessment Feedback Rubric Templates
How do I personalize this for my use?
Step One: Open the template copy in a new window
Step Two: Make a copy of the template for your own use - rename the copy for your assignment/assessment
Step Three: Share it with Laura!
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