Evidence

What evidence will demonstrate what your students have learned?

Evidence is the interaction between teaching and learning.  As a teacher, you will work hard to plan lessons (and even harder as you deliver them!) but how do you know your students learned? Evidence of student learning includes results of assessment activities. In this section you will explore different ways to assess learning with your students. Without constant assessment, it is impossible to be responsive to the needs of the students.

Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Assessments inspire us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?"

Activating Activity: Create a word splash using what you already know about assessment.

Work Period: Under the Graphic Organizers, go to the Note-taking section and print off the Main Idea, Detailed Notes graphic organizer. Fill in your graphic organizer with the following main ideas: Screening, Diagnostic, Summative, Formative and Informal. Watch the video on Assessments and fill out the graphic organizer. Be prepared to discuss with your cohort.

Summarizing Activity: The Most Important Thing......  Using The Most Important Thing as a sentence starter, complete a sentence of what you believe is the most important thing to know about assessment. 

Video Evidence of Learning  Assessment: https://youtu.be/MogqicBAsW0

Rubrics

Active learning situations challenge teachers to determine grades in a way that accurately reflects achievement.  "Rubrics" are guides for assigning scores to these alternative assessment products. When we look at student performance tasks, we do not think of the performance as right or wrong. Instead, we rate the student's performance along a continuum from superior to does not meet expectations. Rubrics are not a form of assessment but are the criteria for making an assessment. Rubrics demand clear assessment targets and expectations. When a rubric is well defined, learners know exactly what is expected of them and how they may achieve a top grade. Most learners want to excel and will work hard when there are clearly expressed expectations for success. Rubrics help teachers move away from subjective grading by allowing them and others, including students themselves, to assess work based on consistent, often agreed upon, and objective criteria. Rubrics help learners develop their ability to judge quality in their own and others' work.

Activating Activity: The First Word: On a sheet a paper, write the word RUBRIC horizontally, as shown below.

R

U

B

R

I

Communicates the standards and expectations

For each letter, write a word or phrase that tells something you know about rubrics. If you can't think of something, leave it blank. You can come back and fill it out at throughout this section. One example has been completed for you.

Work Period: Watch the video on rubrics and add to your activating strategy as you learn about rubrics. Read the article on Great Rubrics. Be prepared to discuss with your cohort.

Video Rubrics: https://youtu.be/nc6qPi50wdc

Summarizing Activity: Complete the activity called "Rubric for a Superhero" and be prepared to share with your cohort.

Rubric_for_a_SuperHero_Activity.ppt

Designing Great Rubrics

greatrubrics.pdf