3. Assess a Lesson

Increasing Equity and Expectations through Formative Performance Tasks

Steps for Assessing a Lesson

Calibrate on the Rubric: FPT Tasks and Criteria

Calibrating Formative Performance Tasks (FPTs) and the Assessment Criteria helps teachers build consensus around definitions and understanding of assessment language. The goal of calibration is to ensure equitable assessment opportunities for every learner in JCPS in order to meet individual and classroom needs. Learners should be familiar with the language of the tasks and criteria.

Formative Performance Task (FPT): K-5 Blank Rubrics Doc | Slides | Google Form | Annotated
Formative Performance Task (FPT): 6-12 Blank Rubric Doc | Slides | Google Form | Annotated

Calibrating the Formative Performance Task

Instructions: Agree upon a common definition and understanding of the language of the Formative Performance Task (FPT). Then move to Move to calibrated the assessment criteria

- Questions to consider for PLC/Department discussions
  - How do we define claim, explanations, generalizations, descriptions?
  - Do we have a common understanding of the language in the definition?
  - What does this look like written or verbal?
  - Where is there agreement/ disagreement?

Calibrating the Assessment Criteria

Instructions: Agree upon a common definition and understanding of the language of the Assessment Criteria

- Questions to consider for PLC/Department discussions
  - How do we define accuracy, clarity, evidenced, reasoned?
  - Do we have a common understanding of the language in the definition?
  - What does this look like written or verbal?
  - Where is there agreement/ disagreement?

2. Assess Student work Using Calibrated Rubric

Assessing learners' work using the calibrated rubric helps learners grow as learners. The goal of assessing learner work using a scaffolded, single point is to provide individualized feedback for one or more criteria levels.

Considerations for providing feedback:

Tasks is completed
Writing is a process and students need to have weekly opportunities to communicate conclusions.
- Look for trends for individual and as a class. Trends often focus concepts and practices of both inquiry and disciplinary standards
  - Accurate:
  - Clear:
  - Evidence:
  - Reasoned:
  - (i.e. corroboration, cause and effect, inferencing, disciplinary standards, and individual parts of rubric like "evidenced" and "accurate")
To equitably (ARE Tool) assess learners, continue to check for consistency so that the first learner and last learner and the first class and last class have the same level of attention, expectation, and feedback.
- Assessments and feedback exist in continuous cycles, allowing students to set goals, interact with curriculum, create an artifact of their learning, receive coaching, and revise their work until mastery is achieved.
- Feedback on all major assessments is actionable, specific, timely, and goal-oriented.
- Rubrics are co-created whenever possible and utilized throughout all feedback cycles to ensure clear communication and strong collaboration between students and teachers.