minnesota adult education fall regionals 2014 ged writing institute: creating a plan for assessment...
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Minnesota Adult Education Fall Regionals 2014
GED WRITING INSTITUTE:
CREATING A PLAN FOR ASSESSMENT
& FEEDBACK
2014 MN GED ADVISORY TEAM
Examine scoring rubrics for 2014 GED® writing components
Explore strategies/promising practices for assessing & providing feedback for student writing
Create a plan applicable to your context for effective, sustainable writing assessment & feedback
SESSION OBJECTIVES
Using your current method, assess writing sample 1
HOW DO YOU ASSESS WRITING NOW?
What is your current
system?
1. What do you assess?
2. How often do you
assess?
3. How long does it take?
RLA
Social Studies
Science
HOW WILL MY STUDENTS BE
ASSESSED ON THE 2014 GED®?
5
When your students write, they will. . .
determine which position presented in
the passage(s) is better supported by
evidence from the passage(s)
explain why the position they chose is
the better-supported one
REMEMBER, the better-supported position is not necessarily the position they agree
with
WHAT IS THE EXPECTATION FOR AN EFFECTIVE CONSTRUCTED
RESPONSE?
6
WHAT IS THE EXPECTATION FOR AN EFFECTIVE CONSTRUCTED
RESPONSE?When your students write, they will. . .
defend their assertions with multiple
pieces of evidence from the passage(s)
put their main points in logical order
and tie their details to their main points
organize their response carefully and
consider their audience, message, and
purpose
7
When your students write, they will. . .
use transitional words and phrases to
connect sentences, paragraphs, and ideas
choose words carefully to express their
ideas clearly
vary sentence structure and length to
enhance the flow and clarity of their
response
reread and revise their response to
correct any errors in grammar, usage,
capitalization, or punctuation
WHAT IS THE EXPECTATION FOR AN EFFECTIVE CONSTRUCTED
RESPONSE?
ScoresPromptsTexts
HOW DOES THE GED® READY
WRITING ASSESSMENT WORK?
GED.COM
My S
core
s
GED.COM
My W
ritten
An
swers
GEDTESTINGSERVICES.COM
Educators For the Educators Teaching and
Scoring Tools
REASONGING THROUGH LANGUAGE ARTS GED Ready™ Extended
Response, Short Answer Prompts, and Source Texts
SOCIAL STUDIES GED Ready™ Extended
Response, Short Answer Prompts, and Source Texts
GEDTESTINGSERVICES.COM
GED
Simplified
LET’S TAKE A LOOK AT SOME RUBRICS
3 traits divided into domains & sub-skills
For RLA, each trait receives 0, 1, or 2
For Social Studies, trait 1 receives 0, 1, or 2; traits 2 & 3 receive 0 or 1
To use the GED rubric: Score each sub-skill according to
description Average sub-skill scores for trait
score
GED RUBRICS
Not an exact match useful as a bridge between ELL or 2002 GED writing levels
Useful for quick & frequent assessment
Not a set rubric adjust it to address specific skills explicitly taught
6 skill areas – 1 point per area (6 points total)
SIMPLIFIED RUBRIC
Using the simplified rubric, assess writing sample 2
ASSESS WITH A RUBRIC
How does a rubric
change it? 1. What does assessing with a
rubric change things?
2. How does it affect
frequency & time?
3. How could it fit with your
instruction?
EffectiveFeedback
WHAT ABOUT FEEDBACK?
1. What kind of feedback is most useful?
2. How much feedback is most useful?
3. How do you communicate the feedback to students?
STUDENT FEEDBACK
Frequent – the more frequent the feedback, the faster the improvement
Explicit – provide feedback of skills being explicitly taught
Cyclical – the opportunity to revise or rewrite a response based on feedback increases improvement
EFFECTIVE FEEDBACK
Focus on the skill being taught
Assess the skill being taught
Provide support/guidance for improvement in the skill
Remember the “sandwich”
improvement/needs improvement/strength
Provide opportunities for revision
PROMISING PRACTICES FOR FEEDBACK
Model writing & assessment
Create & assess writing as a class
Assess student work as a class
Peer/Self assess student work
CLASSROOM ACTIVITIES
Tip: Limit what you assess at one time
ex. assess 1 skill (or 1 trait) from the GED rubric
Individual conferences
Feedback worksheet
Journals with comments
Self/Peer Review/Assessment
COMMUNICATE FEEDBACK
Using the simplified rubric, assess writing sample 3
PROVIDE FEEDBACK TO YOUR STUDENTS
Does your feedback
change? 1. How would this feedback
structure effect your
students revisions?
2. How does it affect
frequency & time?
3. How could it fit with your
instruction?
At your table, discuss what strategies would work with your context
To assess skill mastery level
To inform your instruction
To communicate feedback to students
Choose 1 strategy you can take back to your classroom next week
ASSESSMENT & FEEDBACK ACTION PLAN
Thank you for your participation!
Lindsey Cermak [email protected]
Donna Escobedo
Heather Indelicato
John Trerotola [email protected]
Q & A