Education Standards
Rubric Example 2
Rubric Example 3
Like Riding a Bike - an introductory lesson to rubrics and student engaged assessment
Overview
This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use rubrics as assessments for, and of, learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future. In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life. |
Like Riding a Bike - An introductory lesson to rubrics and student engaged assessment
Let’s Get Going w/Student Engaged Assessment
Author of the Lesson: Dirk Matthias
This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use formative measures as assessment for learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future.
In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life.
Note Re. the cultural and linguistic responsiveness of lesson context - While it’s not necessary for students to have any direct experience riding a bicycle to fully participate in this lesson, I selected the skill of bike-riding because of its global and intercultural relevance, as well as the bicycle’s accessibility across socio-economic levels. If you anticipate that riding-a-bike will be a barrier for your studentsI encourage you to gather your own gallery of photos that represents a continuum of skill levels. The point of this lesson is the general idea that learning can be represented as a continuum of proficiency and that when given the chance, placing ourselves on that continuum creates a powerful key for learning. Remember, it’s not a lesson about bicycling.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards: This lesson is designed to support teachers in any content area. The use of a non-academic context (learning to ride a bike) is designed to engage all students in the creation of a continuum of learning/mastery that can be transferred/applied to any content area.
- 9-12.2 - An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analysis, responding to peer, audience or reader comments and questions.
- 9-12.4 - An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence.
- 9-12.9 - An ELL can create clear and coherent grade appropriate speech and text.
The focus of this lesson is: Establishing a foundation for proficiency based assessment, student engagement in the assessment process, social belonging, metacognition, growth mindset, and self regulation.
ELP Standards:
- 9-12.2 - An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analysis, responding to peer, audience or reader comments and questions.
- 9-12.4 - An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence.
- 9-12.9 - An ELL can create clear and coherent grade appropriate speech and text.
Supporting Academic Language
Language Functions: describing processes, identifying continuua, comparing or contrasting things or ideas, classifying objects or ideas.
Language Modalities: Listening & Speaking
Vocabulary: Beginning, Developing, Accomplished, Advance, faster than, better than,
Syntax or Sentence Structure(s):
- I notice that (the bike/the biker/the helmet) _________________. I infer that (the bike/the biker/the helmet) _____________________.
- This reminds me of _________________.
Discourse: Description and comparison of levels of mastery.
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills: A basic understanding of riding a bike. Ability to organize objects in a sequence.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
Photo gallery of people riding bikes (included), tape, and/or magnets for hanging pictures.
Lesson Target: I can ride my bike
Learning Supports
Socio-emotional supports:
Worldwide, bike riding is a globally recognized mode of transportation that transcends socio-economic boundaries. Many children from around the world have experienced learning to ride a bike and/or have seen family and/or community members riding one.
Cultural & Linguistic Responsiveness:
The sentence frame, “This reminds me of _________________.” is included to create space in the classroom for students to relate their own cultural context and funds of knowledge to the task of analyzing the photos.
Accessibility:
Images and sentence starters are posted in the room, referenced in the lesson progression, and available for all regardless of English proficiency level.
Instructional Supports
Differentiation:
L1 Supports: The use of images, without accompanying text, provides opportunities for students to use either English or other language/s. This opportunity for translanguaging early in the school year will hopefully establish the understanding that languages are tools for learning, building understanding and that they support socio-emotional development.
L2 Development (by level): Posting and reviewing sentence frames and word walls of key vocabulary provide support for emerging English speakers. Also, addressing the meaning of “gallery,” how people behave in a gallery, and how that transfers to this instructional protocol. provides additional support for students who may never have experienced a gallery.
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 4min
Teacher Does/Students Do:
Teacher: Arranges photos in a circle on the floor or table-top while students observe.
Students: From their seats students respond to the prompt - “What are all of the people in these pictures doing?”
Focused Instruction (Teacher-as-Model)
Time: 7 min
Teacher Does/Students Do: Teacher explains the gallery walk protocol, and describes how people behave in an Art Gallery. One/two teachers model walking around the circle, looking closely at the photos, pausing and noticing details. Students are invited to join teachers in the gallery walk.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10min
Teacher Does/Students Do: Teacher selects an individual photo and describes the photo while projecting it on the wall via a document camera. Teacher is modeling the norms of this type of analysis. Students are asked to follow suit. Every student takes a turn.
“What I notice about this rider is that _______________. I can infer that _____________.
Group Application (Student-to-Student Joint Responsibility)
Time: 15min
Teacher Does/Students Do: Teacher asks students to hang pictures on the board with magnets. Teacher models the thinking necessary to sequence the photos by level of skill. Class engages in conversation about how to classify photos. Teacher guides students to use language to classify the pictures, eventually landing on Beginning, Developing, Meeting, Advanced.
Closure
Time: 10min
Teacher Does/Students Do: Explain the connection between learning to ride a bike and learning other skills and knowledge. Explain that the B,D,M,A scale will be the way that we measure our learning. Think briefly about where you are on this continuum when it comes to a sport you love, cooking, speaking English, playing basketball, etc.
ASSESSMENTS
Formative Assessment
Content: Reflection on experience of developing the rubric collaboratively with others.
Language: Have students explain how they decided to place certain photos in each classification.
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
Using the new rubric conduct:
- Have students journal about the following prompts:
- What is the power of a growth mindset?
- How does a growth mindset support learning?
- Performance-character self assessment - At the end of activities/protocols/classes ask students to place themselves on the continuum of learning for skills like listening attentively, participating, avoiding side conversations, etc.
- A day or two after developing the rubric, give students 3 minutes, without looking it up, to write two of their caregiver’s phone numbers and their addresses in their journals. The Learning Target is: I can remember two of my family members telephone numbers. At the end of the three minutes, have them place their performance on the BDPA continuum.
- If students are attending school remotely the teacher can create a Jamboard where students are responsible for describing each photo and organizing them into a sequence.