4/4/2013 District Sharing – Formative Assessment and Grading Practices Using the LDC Rubric

Viewed by: Nela Breitkreutz and Michael Diodato


Formative Assessment and Grading practices using the LDC Rubric.

Points to Consider:
Five assessment Strategies

Find out where students are….

Provide feed back before final copy. Task engagement. Discuss with students what they

Provide feedback that moves learning forward… Provide feedback on a note- taking frame so that you can catch misconceptions.

Makes sure everyone is clear about the assessment criteria…

All students must understand the LDC rubric. All students should see perhaps a model so that they can understand expectations.

Incorporate peer assessment…

Peer assessment can be provided throughout the way, although students need to be taught how to assess and provide feedback. This allows efficient feedback in a timely manner. Time must be dedicated to teach peer assessment.

Embed student self-assessment… Active reading, note-taking, controlling idea, or a ticket out the door. This may be powerful mid-process. Having students identify what their strengths and weaknesses might be.
Examples of embedded formative assessment in an LDC Module

Formative assessment does not have be present for every skill, although there should be check points along the way.

An instructor could create stations to help guide students in peer assessment.
Teacher spends time at each station and may provide a separate station for struggling students.

Writer’s notebook

Danielson Framework – research based stuff – connection to LDC
4 frameworks
22 components
Clear assessment criteria
Ongoing assessment and feedback
Location of the fit of assessments taught through mini-tasks

Grading is different from scoring

How do you grade? Grading reflects the student’s performance relative to expectations at a particular point in time.

Scoring uses fixed standards of quality that do not change over time.

It is important to distinguish between scoring and grading. The LDC rubric affords schools to use a common scoring and language. The rubric will provide a specific level, although in any assignment the expectations change as the student improves. Therefore the rubric used for grading must change. The scoring rubric does not.

Summation: This webinar provided us with the tools we needed to provide formative assessment in a timely manner. An instructor can use several forms of formative assessment (including peer assessment), to help guide students. It is important that teachers distinguish between scoring and grading. Scoring does not change although grading is as dynamic as the students' growth.