Inspecting What We Expect:
Using Rubrics to Gather Student PBL & 4 C's Performance Data
The ongoing improvement process in schools has always been an interest of great concern among educators. Experts and scholars cite the interconnections between strong leadership, collaborative professional teams, cohesive instructional practices, and the use of data to drive instructional decision-making as the pillars of educational systems that positively impact student outcomes (Fullan, Michael. The new meaning of educational change. Routledge, 2007, Marzano, Robert J. What works in schools: Translating research into action. ASCD, 2003, Hattie, John, and Helen Timperley. "The power of feedback." Review of educational research 77.1 (2007): 81-112.)
To support these pillars of excellence within NVUSD, a system of assessment has been put in place. In this system each assessment has a different purpose and drives different, although connected, aspects of instruction and instructional leadership. The following is a response to NVUSD educators’ questions and interests regarding NVUSD’s system of assessment.
What is a system of assessment?
A system of assessment is a coherent set of data-gathering metrics, of or for instruction, which provide information about student performance such that leaders can better support teachers’ professional learning, and so teachers can adequately scaffold instruction for their students, in the effort of improving student performance.
To support these pillars of excellence within NVUSD, a system of assessment has been put in place. In this system each assessment has a different purpose and drives different, although connected, aspects of instruction and instructional leadership. The following is a response to NVUSD educators’ questions and interests regarding NVUSD’s system of assessment.
What is a system of assessment?
A system of assessment is a coherent set of data-gathering metrics, of or for instruction, which provide information about student performance such that leaders can better support teachers’ professional learning, and so teachers can adequately scaffold instruction for their students, in the effort of improving student performance.
What role do rubrics play within an assessment system?
Like any other evaluation tool, rubrics are useful for certain purposes and not for others. The main purpose of rubrics is to assess performance. Rubrics have two main components: criteria and descriptions of levels of performance. Criteria should be about learning outcomes, not aspects of the task itself. Descriptions of levels of performance should be descriptions, not evaluative statements. The "evaluation" aspect of assessment is accomplished by matching student work with the description, not by making judgments. Using this kind of rubric helps teachers teach and students learn. In addition to clarifying goals related to Common Core implementation, early literacy, reading comprehension and math achievement, the NVUSD Local Control Accountability Plan has made crystal clear the expectations regarding both PBL implementation and integration of the 4 C's into all classrooms K-12 (see below). It is our responsibility as instructional leaders to build and support the structures necessary to achieve those goals. |
Why do we have to do these assessments?
Practically, assessment and accountability are inextricable parts of effective and reliable systems in all industries, including education. It is in the interest of the stakeholders, both within and outside of education, to understand the degree to which educational processes lead students toward successful life outcomes. In education, successful life outcomes are presently defined as “College and Career Ready.” This understanding implies academic preparedness as well as those elements that support academic preparedness. In education, it is generally accepted that academic success is measurable. Data, generated from assessments, are the measures of academic success. That’s why we assess students; to measure academic preparedness at the student level. Most educators agree they come to education to make a difference for kids. Data generated from assessments is one, of many ways, educators can measure whether or not they have had an impact on student progress. Furthermore, data associated with assessments helps educators understand the effectiveness of their instruction. Without assessment data, educators have no empirical evidence upon which to gauge teaching and learning. |
Rubrics for Measuring the 4 C's
The following assessment tools were developed by NVUSD Curriculum Committees led by New Tech Network trainers.
The following assessment tools were developed by NVUSD Curriculum Committees led by New Tech Network trainers.
Hess' Cognitive Rigor Matrices:
Principals also used these rubrics when conducting walk-throughs to measure the levels of critical thinking occurring within K-5 classrooms.
Principals also used these rubrics when conducting walk-throughs to measure the levels of critical thinking occurring within K-5 classrooms.