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Rubrics for Summative Assessments

Jeanette Rausch
Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 6 and 8
EDUW 699 Independent Study
Stephanie Belter
April 14, 2018
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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 6: Teachers communicate well.

Knowledge. The teacher recognizes the importance of nonverbal as well as verbal

communication.
Dispositions. The teacher values many ways in which people seek to communicate and

encourages many modes of communication in the classroom.

Performances. The teacher models effective communication strategies in conveying

ideas and information and in asking questions

Wisconsin Teacher Standard (WTS) 8 Teachers know how to test for student progress.

Knowledge. The teacher understands measurement theory and assessment-related issues,

such as validity, reliability, bias, and scoring concerns.

Dispositions. The teacher is committed to using assessment to identify student strengths

and promote student growth rather than to deny students access to learning opportunities.
Performances. The teacher monitors his or her own teaching strategies and behavior in

relation to student success, modifying plans and instructional approaches accordingly.

Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective
For Wisconsin Teaching Standards (WTS) 6 and 8, I want to work on writing assessments

and rubrics for standards based grading. I teach Algebra 1 and Geometry at Baraboo High

School. Our students are required to take three credits of mathematics in order to graduate. Some

students are able to enter straight into Geometry or Algebra 2 when they become freshmen.

Otherwise, these students must take and pass Algebra 1 to earn their first math credit at the high

school. The entire high school is moving to rubrics and standards based grading. This was the
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perfect time to look at my courses and the way we had been doing standards based grading and

work towards improving it by writing rubrics.

I used the knowledge descriptor from WTS 6 as a guide. This descriptor emphasizes the

importance of both verbal and non-verbal communication. I know that students need both

methods of communication to succeed so I make sure that the standards and rubrics are presented

both verbally and also in written form. The disposition descriptor for WTS 8 also guided me in

this process. It focuses on student growth and using assessments to assist in that. I think that

utilizing rubrics will assist in the growth process so students are able to see what they know and

what they need to master to improve their knowledge.

Assessment of Student Performance Related to Targeted Student Learning Objective
Two years ago, Algebra and Geometry changed to Standards Based Grading. With the

entire school going to this process with rubrics, we were provided with an opportunity to

evaluate how our classes have been going. I think that providing rubrics will allow students to

engage in their learning on a deeper level. Currently, we just provide them with a score and

students struggle to engage in the process of learning beyond their assessments. I think the

rubrics will allow our students to have more ownership of their learning and see it as a continual

process.
Assessment of Learning Environment While Learning Targeted Objective
Students often take the time that I spend going over assessments as a time to zone out.

They do not find it helpful to them because they think that their learning is done. With the

introduction of rubrics, students will be able to self-assess how they have done on their

assessments much better. I anticipate this being very positive for student ownership.
Assessment Conclusion
The self-assessment, assessment of student performance, and learning environment

assessment show that the push for our school to switch to rubrics and Standard Based Grading is

a positive change. The introduction of the rubrics, coupled with Standards Based Grading, will
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encourage students to take charge of their learning. Students will be able to analyze what they

know, in what ways they know it, and have a path to improve their knowledge.
Action Plan
Action Plan Summary Outline
1. Create rubrics the standards that we are assessing. These rubrics will have five

sections: Unmet, Basics, Developing, Proficient, and Advanced. The rubrics will be

specific to the unit we are working on, but will match the priority standards we have set

as a department.
2. Create assessments that reflect the rubrics. The assessments should increase the depth

of knowledge as they work through a standard. Students will be asked to access the same

concepts, but show their knowledge on a deeper level in order to work their way up the

rubric.
Targeted Student Learning Objective
1. Standardized goal: Establish mathematics goals to focus learning. Effective teaching

of mathematics establishes clear goals for the mathematics that students are learning,

situates goals within learning progressions, and uses the goals to guide instructional

decisions. (National Council of Teachers of Mathematics, 2014).

2. Targeted learning objective: same

Task and Essential Proficiency Criteria for Targeted Learning Objective

1. Task: Write rubrics and assessments for Standards Based Learning

2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective

a. Students will improve their grades from year to year.

Methods to Assess Progress of Proficiency for Targeted Learning Objective

1. I will monitor the success of my student’s understanding by comparing data

from year to year and as the students progress though high school.
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2. I will monitor my student’s ownership of their knowledge by observation and

by surveys.

Reflection of Entire Learning Process

I have found this process to be very informative. Through this work I was forced to make

decisions as to what I wanted to students to produce as an end result. I had to make decisions

about what is proficient in each topic and how to challenge students. I focused on the important

concepts of mathematics to create goals for students to reach.

What Worked and Why
1. I think that students will become better at reflecting on their work. I believe that this

has a great chance of being very successful since the entire school is changing to this

form of assessments. Students will be encouraged to see how they can improve in each of

their classes.
2. I think that students will be better able to identify what they are expected to know. The

rubrics will be written in student friendly language so the students and parents will know

exactly what is they will need to produce on an assessment. This will allow student to be

able to identify their strengths and weaknesses in order to improve their knowledge.
What Did Not Work and Why
1. I anticipate there will be a bit of difficulty with getting the students used to grading on

a rubric in the math class. I will have to make sure that I am consistent with referring to

the rubrics as we are going through material and model to my students what my

expectations are at each level.

2. I also anticipate students struggling with changing their thinking from when the

assessment is over so is the learning, to a mindset where they are constantly improving

their knowledge. Mathematics is different because we have the same priority standards

assessed each test, but the material is different. So while students are using the same type

of thinking and skills, the actual problems look different. I will work towards drawing
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these connections and emphasize that improving their skills from one unit to another will

improve their understanding of the course as a whole.

My Next Steps
1. I will continue to write rubrics and assessments to fit Standards Based Grading.
2. I will continue to work with my colleagues and seek out assistance from my associate

principals throughout this process.

3. I will work to design my day-to-day lessons to prepare students for their assessments.
Artifact A: Rubric for Chapter 7 Assessment: Expressions and Functions

Artifact B: Chapter 7 Assessment: Equations and Inequalities