Assessment: Power Rubric

Assessment: Power Rubric

References: Giselle O. Martin-Kniep, Ph.D. Learner-Centered Initiatives, Ltd.

Jeff Arnold, Pat Loncto Daemen College, TLQP

Quality Lesson Sketch Learning Experience Rubric

CRITERIA / 4 – BEST PRACTICE / 3 – PROFICIENT / 2 – NEEDS REVISIONS CONCERNING DETAILS, ALIGNMENT / 1 – NEEDS MAJOR REVISIONS
Relation to Standards/PI
The extent to which stated Standards/PI form the foundation for curriculum lessons and where all components of the learning experience are aligned to them. (National, State, CORE) / The alignment of all the learning experience components with stated Standards/PI from any/all related disciplines is obvious and explicit through the consistent use of Standards/PI language.
AND
Assessment of the Standards/PI is so interwoven with the curriculum that it is difficult to distinguish where the curriculum ends and the assessment begins. / The alignment among all learning experience components with stated Standards/PI can be seen through the use of Standards/PI language.
AND
It is possible for everyone to tell where the curriculum ends and the assessment begins. / The alignment of learning experience components with stated Standards/PI can be inferred but is not explicit.
OR
The assessment is unrelated to the curriculum. It does not measure student learning from the curriculum taught. / The alignment of learning experience components with stated Standards/PI is contrived or difficult to determine.
AND
The assessment is unrelated to the curriculum. It does not measure student learning from the curriculum taught.
Intellectual Challenge
The extent to which the learning opportunities require reflective authentic inquiry related to stated Standards/PI. / Essential/guiding questions drive learning opportunities that are compelling and provide the central focus for students’ in-depth inquiry of the standards-based theme, problem, issue, etc., throughout the learning experience.
AND
Learning Opportunities challenge students through age-appropriateness; level of difficulty; a connection to real-life situations; active participation; and higher levels of thinking. / Essential/guiding questions drive learning opportunities by providing the central focus for students’ standards-based inquiry of the theme, problem, issue, etc., throughout the learning experience.
AND
Learning Opportunities are age-appropriate, link learning to real-life situations, and require students to investigate and synthesize information. / Essential/guiding questions are significant, open-ended and linked to the standards-based theme, issue, etc but they inconsistently addressed throughout the learning experience.
OR
Learning Opportunities are age-appropriate and focus primarily on recall, comprehension and factual knowledge acquisition through research without a practical application of the information in real-life. / Essential/guiding questions are unclear or poorly stated. They are divorced from theme, issue, problem, or question, and unrelated to the stated Standards/PI.
OR
Learning Opportunities, whether they are age-appropriate or not, focus exclusively on recall; comprehension; drill and practice of knowledge/skills; without a practical application in real-life.
Assessment
The extent to which teacher and students can measure student performance relative to each performance indicator in order to improve teaching and learning.
· / The standards-based criteria for performance on assessment tasks are jointly identified and articulated by teacher and students in rubrics that effectively distinguish between levels of performance and guide students in evaluating their work and setting goals for improvement as well as informing teacher modifications and adjustments in instruction.
AND
The learning includes formal and informal assessment of noticeable diagnostic, formative and summative assessments that inform individual student learning.
AND
Expectations are supported with modeling/exemplars that show students what various levels of performance look like to inform improvements in teaching and learning.
AND
Learning Opportunities include measures that guide student reflection on both products and processes that take the form of specific questions, checklist, or rubrics related to the Standards/PI being assessed which can inform improvements in teaching and learning. / The standards-based criteria for performance on assessment tasks are identified and articulated by the teacher. The descriptions effectively distinguish between levels of performance and guide students in evaluating their work and setting goals for improvement as well as informing teacher modifications and adjustments in instruction.
AND
The learning includes formal and informal assessment of, noticeable diagnostic, formative and summative assessments that inform individual student learning.
AND
Expectations are supported with modeling/exemplars that show students what various levels of performance look like to inform improvements in teaching and learning.
AND
Learning Opportunities include measures that guide student reflection on the final assessment that take the form of specific questions, checklists, or rubrics related to the Standards/PI being assessed which can inform improvements in teaching and learning.. / The standards-based criteria for performance on assessment tasks are identified by the teacher but the descriptions do not distinguish between levels of performance and therefore provide little or no feedback for student self-reflection or for modifications in instruction.
OR
The criteria for assessment distinguish between levels of performance that represent what is easiest to count, see, and score rather than the quality.
AND
The learning includes recognizable informal diagnostic and/or formative assessment but does not provide individual records on student learning therefore feedback leading to improvement cannot be given to individual students. Formal assessment is an summative end-of-unit assessment.
OR
Students have models that serve to show what quality work looks like even though the levels of performance are not articulated as to inform improvements in teaching and learning.
OR
Learning Opportunities include measures that ask students to reflect, but questions, checklists, or rubrics are only peripherally related, or unrelated, to the Standards/PI being assessed and therefore cannot improve teaching and learning. / The students are unaware of the criteria for performance used to assess learning. The criteria for performance may be what is easiest to count and score, or may be related to quality but is only known by the teacher.
AND
Informal assessment is not recognized by the teacher or students. No records are kept on individuals. Formal assessment is limited to a summative end-of-unit assessment when it is too late for improvement in individual learning or teacher modifications in instruction.
AND/OR
Students are unaware of what quality work looks like because they do not have models or a rubric to articulate “quality” therefore improvements in teaching and learning cannot occur.
AND
The teacher is the only person who reflects on the products and process of the learning experience.
Engagement
The extent to which the learning opportunities hold the attention of students and motivate them to become intellectually, emotionally, and/or physically involved in ways that result in higher achievement. / Learning opportunities explicitly draw upon students’ interests, backgrounds, cultures and experiences as a foundation for its study.
AND
Learning opportunities require students to work for a real audience and purpose so that they can experience the benefits and consequences of their work.
AND
Students work both individually and in collaborative groups to design, implement and evaluate work products and performances. / Learning opportunities allow students to derive personal meaning from the material presented by recognizing the connection to their real lives.
AND
Learning opportunities have a real purpose and could have real consequences for students, but need a real audience outside of the classroom so that students can experience the benefits, consequences of their work.
AND
Students interact with peers to share ideas and give feedback during all phases of the project. / Learning opportunities are contrived connections between students’ own experiences and the material presented.
OR
The purpose of the learning opportunities are vague or only school related. There are no real consequences beyond the classroom. The audience consists of teachers and / or peers.
OR
Students interact with peers to evaluate their products by scoring without giving feedback. / Learning opportunities are presented in ways that prevent students from making meaningful connections between their experiences and the material.
OR
The teacher is the only audience and the purpose of the learning opportunities is to measure / test. The consequences are grades.
AND
Students work individually, without interaction with peers at any point during the assessment.
Adaptability
The extent to which the learning opportunities are suitable for the range of student abilities in the classroom. / Learning opportunities and assessments allow for a wide range of teacher-and student-negotiated student choice of what to learn, and where appropriate, how to demonstrate such learning.
AND
The time allotted for students to learn and demonstrate learning is individualized and linked to the different learning and assessment demands.
AND
Learning opportunities and assessments allow for students to draw upon their preferred learning style/intelligence. / Learning opportunities and assessments provide students with a wide range of teacher predetermined choices for students in terms of what to learn or how to demonstrate their learning.
AND
The time allotted for students to learn and demonstrate learning is fixed.
AND
Learning opportunities and assessments support several learning styles/intelligence. / Learning opportunities are pre-determined and fixed by the teacher in terms of what to learn and how to show learning. There is no choice of what or how to learn.
OR
The time allotted for students to learn and demonstrate learning is fixed.
OR
Learning opportunities and assessments are geared towards a single learning style/intelligence.
/ Learning opportunities are pre-determined and fixed by the teacher in terms of what to learn and how to show learning. There is no choice of what or how to learn.
AND
The time allotted for students to learn and demonstrate learning is fixed.
AND
Learning opportunities and assessments are geared towards a single learning style/intelligence.
Technology
(when appropriate)
The extent to which technology is used to enhance instruction and demonstrate student learning. / · Appropriate instructional technology is used to present information in such a manner that students must use higher order thinking skills to interact with the information related to the Standards/PI addressed in the learning plan.
AND
· Technologies empower learners with diverse backgrounds and abilities to succeed.
AND
· Learning opportunities include methods and strategies for students to apply technology in a manner that develops their higher order thinking skills, creativity, and demonstrates their learning. / · Appropriate instructional technology is used to present information in such a manner that students must use higher order thinking skills to interact with the information related to the Standards/PI addressed in the learning plan.
AND
· Technologies enable learners with diverse backgrounds and abilities to succeed.
AND
· Learning opportunities include methods and strategies for students to apply technology to demonstrate their learning. / · Information is presented by the teacher through the use of appropriate instructional technologies that are one-sided. The teacher delivers information and the role of the student is to sit and absorb the information related to the Standards/PI.
OR
· Learner diversity is ignored.
OR
Students are not given opportunities to use technology to demonstrate their learning even though the technology is available and appropriate. / Information could be presented by the teacher through the use of instructional technologies, but is not, or if technology is used it appears as a gimmick.
OR
Information presented using technology is unrelated to learning Standards/PI and therefore does not assist students in achieving the learning standard/PI addressed in the learning plan.
AND
Students are not given opportunities to use technology to demonstrate their learning even though the technology is available and appropriate.