Week+5

0. Your questions/concerns 1. Two mini lessons. Purpose: practice assessing through questioning. 2. **Work to D.I.E. for continued: Evaluate** 2a. Work in Learning Groups. 2b. Whole group sharing of criteria CHAPTER 9 3. **Practice Safe Assessment: Use Rubrics ** 3a. Organization of the rubric: 3b. Professional Rubrics: Exemplars Exemplars Exemplars Exemplars
 * Again review the eight pieces of student work from the Camping Trip (click here).
 * Sort the work in two groups: "Got Its" and "Don't Got Its." Make sure that this division is not "fuzzy."
 * In your group agree on the criteria that you will use for this evaluation
 * Be prepared to share your criteria and illustrate the application of the criteria to the student work
 * __See also: Chapter 9, pp. 229-241__.
 * __Holistic versus analytical evaluation (figure 9.10 p. 237)__.

3c. Kid Friendly Rubrics for __Self-Assessment__: More on Self-Assessment (PDF): DOWNLOAD

3d. Other Rubrics:

3e.Grading with Rubrics:

3f. Web links for Rubrics; click here

4. @Chapter 5: **Characteristics of effective feedback** (page 123); **Anticipating Feedback** (page 132-133); **Do's and Don'ts of effective feedback**(page 134) 4a. Protocol for providing feedback: **D**ESCRIBE, **I**NTERPRETE, **S**UPPORT ****

5. **Providing feedback to student work.**
 * In your Learning Group revisit the student work of the Camping Trip.
 * Using the Kid Self-Assessment Rubric (see 3c above) construct at least three pieces of feedback that you could give to Student 4, 6, and 8. Use the feedback protocol DOWNLOAD
 * Be prepared to share your feedback.

5a. What Feedback ISN'T by Grant Wiggings EVERNOTE LINK 5b. Feedback for Engagement and Personalization by Grant Wiggins EVERNOTE LINK 5c. The Role of Immediacy of Feedback by David Sees EVERNOTE LINK 5d. Making Feedback Meaningful in ELA class on blog writing VIDEO LINK (10 min) 5e. Providing Feedback using Technology: Watch this 16 minute video on __Peer Feedback__ media type="youtube" key="NHAm2sraekI" width="560" height="315"


 * For the midterm: Given a performance assessment task, you can design a three-level rubric (below, at, and above the standard) based on three pertinent and relevant **** criteria (not things like penmanship and such) for the task. These criteria are relevant to the learning objectives set for the task. Two of the three criteria must be higher order (See Blooms, DOK). For examples of good criteria see chapter 8. **