I want to share a piece I wrote a number of years ago. I love the rubrics designed by the fine folks at Northwest Regional Educational Laboratory, but I wanted to unpack the rubrics. By unpacking the rubrics, I can get to data that allows me to see the specific parts of the problem-solving process in mathematics for which students need help. I hope you’ll read the article and add an idea or two to your assessment toolkit. Download the article here.
You’ve likely heard about using data to inform student achievement. You’ve also likely used assessment data from your state tests to try and do that. There are many ways to use data, including the kinds of data you collect in your classroom. This short piece describes how to use data from a rubric to form flexible groups for instruction. Download the pdf to learn more about how to use this data strategy.
You may also want to download a copy of the kindergarten rubric that is used in this strategy.
Download the pdf of the kindergarten rubric and ideas for its use.
You may also want to see my post related to using the data from this rubric to form flexible groups.
One of the things kindergarten teachers like to track is how students are coming along with writing their names. So here is an idea for doing that. What is great about this tracking sheet is that the interventions are built in! I’ve put in a few illustrative examples to show you how to connect interventions and strategies to the data. Notice how simple using data really is.
I’ve included a number of things you may want to download and try: The overview sheet with tips about using the tracking chart, the tracking chart in a PowerPoint so you can customize it how you wish, and the tracking chart in EXCEL for those who might like to keep the records electronically.
I’ve been working with a few different ways to unpack standards so that they are easily accessbile to teachers. This is a grade-four standard for measurement. Actually, this is PART of the standard for measurement. For this part of the “test”, I’ve focused on just the measurement of length in U.S. customary units. (The part of the standard dealing with the measurement of length in the metric system will be a different post.)
Download a copy of the entire document, which includes links to other documents I’ve created or found for this part of the standard.
Here’s what you’ll find: (1) The first “cut” of unpacking the measurement standard, (2) a link to the content card I designed for this part of the standard, (3) a link to analysis questions for the content card, (4) links to downloadable rulers, (5) links to sample released test items for parts of the standard where they exist, (6) a link to a foldable for that can be started with this part of the standard, and (7) a link to a record-keeping sheet entitled, Estimate Then Measure, that I created for one of the objectives in the unpacked standard.
You’ll find my unpacking results (which I’ll continue to tweak), a set of beginning ideas for instructional strategies and assessments, and a vocabulary list with definitions/descriptions. When you look at the vocabulary list you’ll notice that I’ve included the core terms for the whole standard – and not just what is represented in this part of the unpacked standard. So while this document deals with U.S. customary units, I’ve included vocabulary for the metric unit as well. My reasoning for doing this is to provide the core vocabulary in one place.
So I’ve got the idea started. What would you suggest to improve this? Anything goes!