Assessment+Photo+Album

I have attached the link for the rubric. If it doesn't work I am copying and pasting the rubric here. I am not sure why the title didn't copy over but I am adding it on.

Alissa

** (3 points) ** ||  ** Meets Expectations ** ** (2 points) ** ||  ** Needs More Time ** ** (1 point) ** ||
 * Assessment Album Photo Album Rubric**
 * || ** Exceeds Expectations **
 * **Learning goals matched to assessment methods** || Incorporates 21st century skills of thinking critically and creatively while obtaining information/evidence of student learning.

Multiple assessments (pictures) that vary in type to make inferences from evidence.

Authentic opportunities of real-life application of knowledge and skills that gives students the opportunity to work in their own learning preferences. || Various methods and approaches for obtaining information/evidence of student learning.

Includes a variety of assessments to make inferences from evidence; a photo album, not a single picture.

Provide opportunities for authentic application of knowledge and skills. || One method or approach of obtaining information/evidence of student learning.

A single picture.

Non-authentic opportunities for application of knowledge and skills. ||
 * **Diagnostic assessments (pre-assessments)** || Multiple pre-assessments that involve a student’s family or community.

Multiple opportunities of reflection.

Used in multiple forms more than at the beginning of a unit. || At least one that provides information about a student’s family or community.

Enables reflection on the student’s part.

Ungraded.

Given at the beginning of the unit, identify misconceptions, skill levels, interests, reveals learning preferences.

Purposeful with a clearly focused identified target.

May include: pre-tests, skill checks, concept maps, drawings, KWL charts || Does not include information about the student’s family.

Does not provide reflection for the students.

Graded.

Does not identify misconceptions or skills levels, interests, or learning preferences.

Not focused on an identified target. || ** (3 points) **  ||  ** Meets Expectations ** ** (2 points) ** ||  ** Needs More Time ** ** (1 point) ** ||
 * || ** Exceeds Expectations **
 * **Descriptions of formative assessments** || Multiple assessments in multiple forms to reach the multiple learning preferences of the students.

Involve the students in the formation of the assessment mechanism by suggestions or the test, performance assessments, co-constructing rubrics, and record keeping.

Descriptive feedback related to the criteria is given.

Followed up with high-quality corrective instruction to help students remedy whatever learning errors are identified || Ongoing assessments that are used to constantly monitor the progress of the students and to inform the instruction of the teacher.

Involve the students in the formation of the assessment mechanism in at least one way so that students know their learning goals.

Students self-assess their own performance.

Feedback related to the criteria is given.

Followed up with corrective instruction. || Are not ongoing assessments.

Does not involve students in the formation of the assessment mechanism. Students do not have clear learning goals.

Students are not given an opportunity to self-assess their own performance.

Non-specific feedback (A, 82%, etc.).

Not followed up with corrective instruction. || ** (3 points) **  ||  ** Meets Expectations ** ** (2 points) ** ||  ** Needs More Time ** ** (1 point) ** ||
 * || ** Exceeds Expectations **
 * **Outline of performance assessment (summative assessment)** || Build upon the knowledge students already have in order for transfer to take place.

Includes backward mapping.

Students are involved in regular feedback and experience constructive corrective teaching.

Includes scaffolding.

Adapted to all different learning styles (ex. Visual, auditory, kinesthetic).

Includes a broad mixture of testing components (ex. constructed response, multiple choice, performance, fill in the blank).

Authentic application related to a real-world situation that engages all students and allows for deeper understandings to be shown. || Given at the beginning of the unit.

Frame the essential questions.

Includes the ability for students to transfer knowledge.

Provides regular feedback to the student.

Adapted to most all areas of learning styles.

Includes at least two testing components (ex.: constructed response, multiple choice, performance, fill in the blank).

The assessment is mostly authentic and students are engaged. || Not given at the beginning of the unit.

Not focused on the essential questions.

Lack of regular feedback.

Focuses mainly on one learning style.

Only one testing component is incorporated into assessment.

The assessment is not authentic and has no relevance to a real-world situation. Assessment pieces do not provide engaging activities for students. || ** (3 points) **  ||  ** Meets Expectations ** ** (2 points) ** ||  ** Needs More Time ** ** (1 point) ** ||
 * || ** Exceeds Expectations **
 * **Rubric for performance assessment** || Provides clear and focused goals that are well explained.

Written in kid language.

Students take part in co-writing the rubric.

Students are given an opportunity to self-evaluate, and adjust.

Provide students feedback comments that include action steps to improve the assessment.

Multiple models of students work at varying ability levels (excellence and poor) are provided and discussed with students. || Specifically aligned with learning goals.

Understandable to students.

Students are informed for what is expected.

Students are given an opportunity for self-adjustment.

Feedback comments are incorporated.

Models of student work are provided and discussed with students. || Vague relation to learning goals and enduring understandings.

Written in adult language.

Uninformed receiver.

Lacks the opportunity for students to gain insight from feedback and adjust.

Feedback is not incorporated.

No models of student work are provided. ||