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Adams .   hººØØ:Default ParaDefault Paragraph Fontï¥XXXïïW¥™\  `*Times New RomanTTWïï  ïï  ïï  ïï  ï陵™™ïïW¥™\  `*Times New RomanTTWï „ å „, ¿Ý AZ"Arial Regular, nAp`É$Helve-WPType 1 dÃjTABLE D&ØØ0 d di)J (báÛ$¦¦ˆ0  ˆˆ0` (#(#ˆï2#ïò  òò  ò.ï3  ïˆ0ü ` (#` (#ˆ(Y2T®$¤¤  °Uš! ï¥™ ˜˜™ï陵 ˜˜™ ï    3|x (>Uš$ÁÁ陵˜˜™ï陵˜˜™ïùHP LaserJet 5P/5MP PostScriptæ®ííííæ®0!°Ÿ( { ¿(.wp,sÛØUÑØËËË3#37=CIQYagÐÐ1.a.i.(1)(a)(i)1)a)x…Ì9 ZÑ6Times New Roman Regular(;3£$««ï2#ïò  ò0ò  ò.ï3  ïˆ0  ˆ4—TABLE BL*TABLE C(OŽ;$µµˆ0  ˆï2#ïò  òaò  ò.ï3  ïˆ0` (#(#ˆ³c¸ÂAZÑ"Arial RegularL*TABLE CL*TABLE CL*TABLE CTABLE AL*TABLE CTABLE AL*TABLE C (Z3W²$©©  °Uš! ï¥™ ˜˜™ï陵 ˜˜™ ï     r  °T®' ï¥™ ˜˜™ï陵 ˜˜™ ï    ï_ïï½^sŒ\˜™ ïï½^sŒ\\^sŒïNorth¥Dakota¥Collaboration¥for¥Excellence¥Seriesˆ¥(((#ˆHandbook¥10:¥Developing¥Standards³Based¥UnitsÃÜ Ü Üï#º^sŒ\\^sŒÃ#ïï#º™ ˜\^sŒi#ï *  °@W²) ï¥™ ˜˜™ï陵 ˜˜™ ï    ï_ïï½™ ˜˜™ ïï½^sŒ\˜™ ïNorth¥Dakota¥Department¥of¥Public¥Instruction¥³¥8/1/00ˆ¥”"”"J(#ˆò  ò1ò  òï#º™ ˜\^sŒÃ#ï3•$37;?CGKOS¡¡-*+xšØ  dKKKK?Heavy ShadowdZd  °Uš! ï¥™ ˜˜™ï陵 ˜˜™ ï    ï_ïï¥X˜X˜™ ï„Ü¡„„ˆ¡„…¥AØØ……¥BØØ…„  „ï½X˜XXX˜ï J(•$33ªîî*¡¯X¡É,ËäX¡þX*îííííííííííï_ïˆ † ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆˆ Ë ˆï_ïííííｆƒC†XX˜ï˜ ˜î  îHANDBOOK¥10:Ü Ë Ý  ÜDeveloping¥Ü «Š  ÜStandards³Based¥UnitsÜ ¬¯ Üîyîíï#ºX˜X††ƒCW#ï— —íííî“îíííííï*Ñ° ddd Xdd Xdd X¡(#¡(#Ñïï,xdd ïï+  ïÜ ³«³« Üî9¯¹­X4Ÿ!Ô#ÙX¡¯X¡É,ËäX9îî  îˆ @l ˆ˜ ˜CONTENTS— —Ü  ÜîCî1.¥Understanding¥the¥Nature¥of¥Standards³Based¥UnitsˆŸ!°.>ˆ¥¥3Ü ï Ü2.¥Developing¥the¥UnitˆŸ!°.: : ˆ¥¥6Ü ËÝ Ü3.¥Developing¥Criteria¥and¥RubricsˆŸ!°.,ˆ14Ü Â† Üï_ïReferences¥ˆŸ!°.¼¼ˆ16Ü ù é ÜAppendix¥A¥ˆŸ!°.  ˆ17ï#ºX˜XXX˜ó#ïï½X˜XXX˜ïÜ ³!«  Üíî9¡¯X¡É,ËäX¯¹­X4Ÿ!Ô#ÙX9îíííííˆ † ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆˆ Ë ˆˆ  ˆíï½™ ˜XX˜ïA¥Handbook¥in¥the¥˜˜Collaboration¥for¥Excellence——¥SeriesÜ )D&' ÜNorth¥Dakota¥Division¥of¥Independent¥StudyÜ *0'( ÜOffice¥of¥Curriculum¥and¥ImprovementÜ “*() ÜNorth¥Dakota¥Department¥of¥Public¥Instruction¥ÝÝ¥2000ï#ºX˜X˜™ 2#ïｆƒC†XX˜ïÜ ¯+)* Üï#ºX˜X††ƒCs#ïÜ  €,™)+ Üï#ºX˜XXX˜*#ïｆƒC†XX˜ïî ¥îíï#ºX˜X††ƒC #ïï½X˜XXX˜ïˆ † ˆThis¥handbook¥is¥one¥of¥a¥series¥published¥for¥the¥project¥˜˜Collaboration¥for¥Excellence:¥TheÜ b ÜNorth¥Dakota¥Curriculum¥Project.——¥¥Ü N Üî ¥îî ¥îˆ † ˆThe¥publication¥is¥free¥to¥public¥school¥educators¥in¥North¥Dakota,¥who¥may¥make¥copiesÜ b¡ Üwithout¥permission.¥Ü N þ ܈ † ˆThese¥handbooks¥represent¥a¥team¥product.¥A¥major¥contributor¥was¥Ann¥Clapper,¥who¥wasÜ ¡ ß Üpreviously¥Director¥of¥the¥Office¥of¥Curriculum¥Leadership¥and¥Improvement.¥NumerousÜ þ   Üeducators¥in¥North¥Dakota¥reviewed¥all¥these¥materials¥and¥made¥valuable¥suggestions.¥Ü à …  ÜEspecially¥helpful¥were¥the¥following¥North¥Dakota¥educators:¥Janet¥Edlund,¥Dakota¥PrairieÜ t å  ÜHigh¥School;¥Cheryl¥Kuhas,¥North¥Dakota¥Department¥of¥Public¥Instruction;¥Karen¥Nelson,Ü `¨  ÜHettinger;¥Sandra¥Willprecht,¥Forman.¥¥Allan¥A.¥Glatthorn,¥Distinguished¥Research¥Professor¥atÜ Lû  ÜEast¥Carolina¥University,¥served¥as¥consultant¥to¥the¥project.¥Ü 8º  ܈ † ˆIt¥should¥be¥emphasized¥that¥the¥processes¥suggested¥here¥should¥be¥seen¥only¥asÜ û  Ürecommendations,¥not¥mandates.¥¥The¥authors¥value¥the¥ability¥of¥North¥Dakota¥educators¥toÜ ºï  Üdevelop¥their¥own¥processes¥that¥reflect¥the¥needs¥and¥resources¥of¥their¥schools.ï#ºX˜XXX˜] #ïï½X˜XXX˜ïÜ rË Üíííˆ † ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆˆ Ë ˆÜ  œH Üî ¥J î˜ ˜ï½¹/âÈXX˜ïï*e° r !ddxdd x ¡(#¡(#eïï,Ldd ïï+  ïÜ ÓÓ Ü1.ˆ0 @ ˆï#ºX˜Xȹ/â.#ïï½¹/âÈXX˜ïUNDERSTANDING¥THE¥NATURE¥OF¥STANDARDS³BASEDÜ d ÜUNITSï#ºX˜Xȹ/â##ïÜ#P@ù!@ù! #Üî ¥î— —íï#ºX˜XXX˜A#ïˆ † ˆThere¥are¥many¥ways¥to¥plan¥a¥unit³³and¥there¥is¥no¥single¥best¥process¥to¥use.¥¥All¥thatÜ ò( Ümatters¥is¥the¥quality¥of¥the¥unit.¥Teachers¥should¥therefore¥use¥whatever¥process¥seems¥effective.¥Ü ®  ÜThis¥handbook¥explains¥the¥nature¥of¥standards³based¥units¥and¥suggests¥a¥process¥that¥manyÜ Ó  Üteachers¥have¥found¥to¥be¥effective.¥The¥process¥involves¥using¥state¥standards¥and¥benchmarksÜ õ “ Üto¥develop¥a¥problem³based¥unit.¥(This¥process¥has¥been¥derived¥chiefly¥from¥Glatthorn,¥1999.)Ü É ¯ Üíˆ † ˆStandards³based¥units¥are¥a¥special¥type¥with¥their¥own¥characteristics:Ü Nþ  ܈ † ˆ "­3£"      ­3£‚ ï2•$ïÝÝï3  ïˆ0  ˆ    They¥are¥based¥on¥North¥Dakota¥frameworks. °3£‚™ ÔÜ¡ß (#(# ÜÔ     "­3£"     ˆ † ˆ ­3£¤ ï2•$ïÝÝï3  ïˆ0  ˆ    They¥are¥related¥specifically¥to¥the¥standards¥and¥benchmarks¥identified¥in¥theÜ `  Üframeworks.¥The¥units¥may¥focus¥on¥a¥single¥subject¥or¥may¥integrate¥the¥frameworks¥ofÜ ßL Ütwo¥or¥more¥subjects. °3£¤ˆ ÔÜ8(#(# ÜÔ     "­3£"     ˆ † ˆ ­3£M ï2•$ïÝÝï3  ïˆ0  ˆ    At¥the¥center¥of¥the¥unit¥are¥one¥or¥more˜ ˜¥performance¥tasks— —.¥¥A¥performance¥task¥is¥aÜ Lû Ücomplex¥open³ended¥problem¥that¥requires¥the¥student¥to¥use¥knowledge¥in¥solving¥theÜ 8º Üproblem.¥The¥next¥section¥explains¥this¥concept¥more¥fully. °3£Mº ÔÜ$r(#(# ÜÔ     "­3£"     ˆ † ˆ ­3£# ï2•$ïÝÝï3  ïˆ0  ˆ    Student¥achievement¥is¥assessed¥by¥making¥a¥˜ ˜performance¥assessment— —.¥A¥performanceÜ ºï Üassessment,¥as¥the¥term¥suggests,¥is¥an¥evaluation¥of¥the¥studentÝÝs¥performance¥as¥he¥orÜ rË Üshe¥executes¥the¥performance¥task. °3£#\ ÔÜ^Â(#(# ÜÔ    íî  î˜ ˜Deciding¥Whether¥to¥Revise¥or¥Begin¥Fresh— —Ü "p ÜîŠîˆ † ˆAt¥the¥outset,¥the¥instructional¥team¥should¥decide¥whether¥to¥revise¥or¥Ý ÝretrofitÝÝ¥existingÜ ³ñ  Üunits¥or¥develop¥new¥units.¥¥If¥an¥existing¥unit¥seems¥to¥have¥been¥effective¥in¥fostering¥studentÜ p²! Ülearning,¥then¥it¥may¥be¥simpler¥to¥revise,¥rather¥than¥starting¥all¥over.¥¥The¥rest¥of¥this¥handbookÜ \ »" Ümay¥be¥helpful¥in¥either¥case.Ü H!ö# Üíî  î˜ ˜Organizing¥for¥Unit¥Development— —Ü  $Z' Üî“îˆ † ˆCertain¥organizational¥steps¥should¥be¥taken¥before¥beginning¥the¥process¥of¥development.Ü n%¹ ) Üî ¥êîˆ † ˆ(1)ˆ0  ˆ˜ ˜Identify¥the¥resources¥needed¥and¥develop¥a¥proposal¥to¥secure¥them— —.¥¥ÜÜ&"+(#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆLong³term¥unit¥planning¥will¥require¥resourcesÝ"Ýtime,¥funds,¥materials,¥and¥expertise.¥Ü ¹' #, ÜWhile¥funds¥are¥always¥limited,¥teachers¥should¥work¥with¥the¥principal¥to¥develop¥aÜ ¬(š#- Üproposal¥for¥special¥funding¥from¥a¥variety¥of¥sources:¥the¥school¥board;¥federal¥andÜ ä)‰$. Üstate¥programs;¥foundations;¥parent¥organizations.Ü¥*ë%/4(#4(# Üî ¥îˆ † ˆ(2)ˆ0  ˆ˜ ˜Organize¥unit³planning¥teams— —.¥¥Ü‰+0'1(#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆInitially,¥all¥teachers¥should¥be¥involved¥in¥a¥team¥approach¥to¥unit¥development.¥Ü ë,(2 ÜLater¥on,¥if¥teachers¥prefer¥to¥work¥independently,¥they¥may¥do¥so.¥¥In¥the¥initial¥stage,Ü ¼-)3 Ühowever,¥they¥will¥profit¥more¥from¥interaction¥and¥collaboration¥with¥colleagues.¥InÜ Ï.™)4 Üelementary¥and¥middle¥schools¥the¥teams¥will¥probably¥be¥organized¥by¥grade¥level;Ü Ó Üin¥high¥school,¥by¥subjects.Üõ“4(#4(# Üî ¥îˆ † ˆ(3)ˆ0  ˆ˜ ˜Decide¥how¥quality¥time¥can¥best¥be¥provided— —.¥¥ÜN(#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆTeachers¥are¥not¥likely¥to¥produce¥quality¥units¥if¥they¥are¥required¥to¥do¥so¥after¥aÜ “: Ülong¥day¥of¥teaching.¥¥Instead¥they¥need¥quality¥time.¥¥How¥this¥can¥be¥providedÜ ¯& Üwithout¥unduly¥reducing¥instructional¥time¥is¥a¥complicated¥matter¥for¥the¥planners¥toÜ €  Üconsider,¥examining¥such¥alternatives¥as¥summer¥workshops,¥early¥dismissals,¥in³Ü ¡ ß Üservice¥days,¥and¥common¥planning¥periods.Üþ 4(#4(# Üî ¥îˆ † ˆ(4)ˆ0  ˆ˜ ˜Provide¥the¥initial¥training¥needed¥to¥help¥teams¥get¥started.¥— —Üß L (#(# Üî ¥îˆ † ˆˆ  ˆ³³ˆ0 4 ˆStaff¥development¥to¥support¥unit¥planning¥should¥be¥an¥on³going¥process,¥rather¥thanÜ  8  Üa¥"one³shot"¥intervention.¥¥The¥initial¥phase¥should¥concentrate¥on¥the¥skills¥teachersÜ …$  Üwill¥need¥to¥begin¥their¥work¥effectively.Üå 4(#4(# ܘ˜íî  î——˜ ˜Make¥the¥Basic¥Decisions— —Ü ºï  ÜîN'îˆ † ˆThe¥planning¥team¥should¥next¥make¥the¥basic¥decisions¥needed¥to¥get¥the¥project¥off¥theÜ 6 Üground.¥¥They¥should¥work¥together¥in¥resolving¥the¥following¥issues.Ü ï" Üî ¥îˆ † ˆ "­3£"      ­3£ã( ï2•$ïÝÝï3  ïˆ0  ˆ    What¥standard¥format¥should¥we¥use?¥ °3£ã(Ë( ÔÜ6³(#(# ÜÔ     "­"Ž;"     ˆ † ˆ ­"Ž;m) ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    While¥the¥specifics¥of¥format¥may¥vary¥from¥school¥to¥school,¥all¥units¥should¥includeÜ "p Üthe¥following¥basic¥information:¥ °"Ž;m)Ï) ÔÜ\4(#4(# ÜÔ     "­áÛ"     ˆ † ˆ ­áÛì* ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    name¥and¥address¥of¥school¥district¥ °áÛì*+ ÔÜœH` (#` (# ÜÔ     "­áÛ"     ˆ † ˆ ­áÛò+ ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    name¥and¥address¥of¥school °áÛò+, Ôܾ4` (#` (# ÜÔ     "­áÛ"     ˆ † ˆ ­áÛó, ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    title¥of¥unit;¥names¥of¥developers °áÛó,- ÔÜñ ` (#` (# ÜÔ     "­áÛ"     ˆ † ˆ ­áÛŠ- ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    date¥of¥publication °áÛŠ-. Ôܲ ` (#` (# ÜÔ     "­áÛ"     î ¥îˆ † ˆ ­áÛÞ. ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    grade¥level¥and¥subject °áÛÞ.+/ ÔÜ»¿` (#` (# ÜÔ     "­3£"     î ¥îˆ † ˆ ­3£Ý/ ï2•$ïÝÝï3  ïˆ0  ˆ    What¥components¥should¥each¥unit¥include?¥ °3£Ý/=0 ÔÜ Z(#(# ÜÔ     "­"Ž;"     î ¥îˆ † ˆ ­"Ž;Ý0 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Make¥a¥list¥of¥the¥components¥that¥all¥units¥should¥include. °"Ž;Ý0=1 ÔÜ¿F 4(#4(# ÜÔ     "­3£"     î ¥îˆ † ˆ ­3£2 ï2•$ïÝÝï3  ïˆ0  ˆ    Shall¥we¥begin¥with¥subject³focused¥or¥integrated¥units?¥¥ °3£2c2 ÔÜZ ¬"(#(# ÜÔ     "­"Ž;"     î ¥îˆ † ˆ ­"Ž;&3 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    The¥answer¥will¥depend,¥of¥course,¥on¥the¥school's¥decision¥about¥integration.¥InÜ F!ä# Ügeneral¥it¥is¥better¥to¥begin¥with¥subject³focused¥units¥since¥they¥are¥easier¥to¥develop. °"Ž;&3s3 ÔÜ2"¥$4(#4(# ÜÔ     "­3£"     î ¥îˆ † ˆ ­3£Ü4 ï2•$ïÝÝï3  ïˆ0  ˆ    What¥review¥process¥shall¥we¥employ?¥¥ °3£Ü45 ÔÜä#‰&(#(# ÜÔ    î ¥à4î "­"Ž;"     ˆ † ˆ ­"Ž;¾5 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    All¥units¥should¥first¥be¥reviewed¥by¥the¥team¥of¥developers.¥¥They¥should¥then¥beÜ ¥$ë' Üsubmitted¥to¥a¥supervisor¥and¥principal¥for¥further¥evaluation. °"Ž;¾56 ÔÜl%¼ (4(#4(# ÜÔ     "­3£"     î ¥îˆ † ˆ ­3£b7 ï2•$ïÝÝï3  ïˆ0  ˆ    What¥storage¥and¥retrieval¥system¥shall¥we¥use?¥¥ °3£b7ø7 ÔÜë&"*(#(# ÜÔ     "­"Ž; "     î ¥îˆ † ˆ ­"Ž;i8 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    If¥the¥school¥has¥the¥know³how¥and¥the¥software¥needed,¥store¥units¥in¥the¥computer.¥Ü ¼'#+ ÜOtherwise,¥develop¥a¥central¥library¥accessible¥to¥teachers. °"Ž;i8¦8 ÔÜÏ(™#,4(#4(# ÜÔ     "­3£ "     î ¥îˆ † ˆ ­3£9 ï2•$ïÝÝï3  ïˆ0  ˆ    What¥schedule¥can¥be¥implemented¥for¥accomplishing¥the¥project?¥¥ °3£9F: ÔÜ*V%.(#(# ÜÔ     "­"Ž; "     î ¥îˆ † ˆ ­"Ž;; ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    A¥realistic¥schedule¥showing¥for¥each¥grade¥or¥subject¥the¥units¥to¥be¥developed¥andÜ ™*B&/ Üthe¥deadlines¥for¥developing¥them¥will¥help¥keep¥the¥project¥moving.¥Display¥10³1Ü ˆ+.'0 Üshows¥an¥example¥of¥a¥schedule. °"Ž;;]; ÔÜí,(14(#4(# ÜÔ    Ü  ..|)3 Üî ¥îï½X˜XXX˜ï§A¥ -)ášxT`dEáš0xA§íñ¡ññ¡ñ˜ ˜ï#ºX˜XXX˜=#ïï½#X g XXX˜ïî  îíDisplay¥10³1:Ü É¯ ÜSchedule¥for¥Developing¥One¥UnitÜ v€ Üíîî=î— —ï#ºX˜X X#X g«=#ïï½X˜XXX˜ïï*e°1r 2ddLdd L r !Ü Ü eïï,½dd ïï,ždd ïï+  ïÜ $N þN þ ³³$ܘ ˜Step— —Ü 'Ó  ³³'ÜTarget¥Dateï½™ ˜XX˜ïÜ *¥ Ó " ³³*Üî<‹ Ñ‹š ; Ã,—äX¡¯X¡É,ËäX<îï#ºX˜X˜™ â?#ïï½™ ˜XX˜ïï#º™ ˜˜™ n>#ï1.ˆ0 š ˆReview¥standards,¥benchmarks,¥unit¥titlesï½™ ˜˜™ ïÜ f¥ Y+2 ¥š ¢š ¢  ªʇ@36677ª³³Åʇ@ÅfÜJune¥1Ü XNC2 ¥ " ʇ@36677 ʇ@  ³³XÜï#º™ ˜˜™ Ò@#ï2.¥ˆ0 š ˆDevelop¥draft¥of¥unitˆ ‘ ˆˆ  ˆï½™ ˜˜™ ïÜ TJÓ  š ¢š ¢ ª`“‡@36707ª³³Å`“‡@ÅTÜJuly¥1Ü I?4Ó  " `“‡@36707 `“‡@ ³³IÜï#º™ ˜˜™ ›A#ï3.¥ˆ0 š ˆDo¥self³evaluation¥of¥draftˆ  ˆï½™ ˜˜™ ïÜ TJ2¥ š ¢š ¢ ª@’‡@36714ª³³Å@’‡@ÅTÜJuly¥8Ü I?42¥ " @’‡@36714 @’‡@ ³³IÜï#º™ ˜˜™ C#ï4.¥ˆ0 š ˆSecure¥review¥by¥colleaguesï½™ ˜˜™ ïÜ TJÓ š ¢š ¢ ª ”‡@36721ª³³Å ”‡@ÅTÜJuly¥15Ü I?4Ó "  ”‡@36721  ”‡@ ³³IÜï#º™ ˜˜™ D#ï5.¥ˆ0 š ˆSecure¥external¥reviewˆ  ˆï½™ ˜˜™ ïÜ TJ2¥ š ¢š ¢ ª•‡@36728ª³³Å•‡@ÅTÜJuly¥22Ü I?42¥ " •‡@36728 •‡@ ³³IÜï#º™ ˜˜™ 6E#ï6.¥ˆ0 š ˆRevise¥draftÜ TJÓš ¢š ¢ ªˆ•‡@36735ª³³Åˆ•‡@ÅTÜJuly¥29Ü I?4Ó" ˆ•‡@36735 ˆ•‡@ ³³IÜ7.¥ˆ0 š ˆDevelop¥criteria¥and¥rubricsÜ TJ2¥š ¢š ¢ ª˜‡@36752ª³³Å˜‡@ÅTÜAugust¥15Ü I?42¥" ˜‡@36752 ˜‡@ ³³IÜîé“î8ˆ0 š ˆHave¥criteria¥and¥rubrics¥reviewed¥by¥colleaguesÜ Ó Üand¥external¥reviewersÜ TJzéš ¢š ¢ ªË—‡@36766ª³³ÅË—‡@ÅTÜî“éÂGîAugust¥29Ü I?4Ó" Ë—‡@36766 Ë—‡@ ³³IÜ9.¥ˆ0 š ˆField¥test¥all¥materialsÜ TJ…$š ¢š ¢ ª‡@36808ª³³Å‡@ÅTÜOctober¥10Ü I?4…$" ‡@36808 ‡@ ³³IÜ10.ˆ0 š ˆEvaluate¥results¥of¥field¥testÜ TJVÛš ¢š ¢ ªËž‡@36830ª³³ÅËž‡@ÅTÜNovember¥1Ü I?4VÛ" Ëž‡@36830 Ëž‡@ ³³IÜ11.ˆ0 š ˆRevise¥and¥disseminate¥to¥teachersï½™ ˜˜™ ïÜ TJ…$š ¢š ¢ ª@‰@36874ª³³Å@‰@ÅTÜï#ºX˜X˜™ :@#ïï½™ ˜XX˜ïDecember¥15ÜD:8…$" @‰@36874 @‰@ DÜï#ºX˜X˜™ IK#ïî ¥à<îíï#ºX˜XXX˜ÒJ#ïñ¡ññ¡ñï½X˜XXX˜ï§A¥ -)»(xT`d \E»/0xA§ï#ºX˜XXX˜4L#ïÜ ¨Ÿ  ÜÜ  ^" Üï½X˜XXX˜ï˜ ˜ï½¹/âÈXX˜ïï*x°$r %d d½dd ½ždd ž1r 2¡(#¡(#xïï,Ldd ïï+  ïÜ ÓÓ Ü2.ˆ0 ' ˆï#ºX˜Xȹ/âM#ïï½¹/âÈXX˜ïDEVELOPING¥THE¥UNITï#ºX˜Xȹ/â N#ïÜ#d'ù!'ù! #Ü— —íï#ºX˜XXX˜‡L#ïˆ Ì ˆThere¥are¥many¥models¥of¥unit¥development¥that¥teams¥can¥use¥in¥their¥planning.¥¥However,Ü dÓ Üteachers¥are¥strongly¥encouraged¥to¥use¥a¥process¥that¥responds¥to¥state¥standards¥andÜ P õ Übenchmarks¥and¥focuses¥on¥a¥performance¥task,¥as¥explained¥below.Ü < É Üíî  î˜ ˜Developing¥Units¥from¥Standards¥and¥Performance¥Tasks— —Ü  N  Üî¾Oîˆ Ì ˆThis¥issue¥of¥unit¥development¥is¥so¥critical¥that¥it¥requires¥closer¥examination.¥¥As¥notedÜ b¡  Üabove,¥there¥are¥many¥models¥of¥unit¥development.¥¥This¥chapter¥presents¥one¥model¥thatÜ Nþ  Üembodies¥standards¥and¥performance¥tasks.¥¥The¥steps¥listed¥are¥ones¥that¥the¥unit¥planning¥teamÜ :à  Üshould¥take¥in¥developing¥a¥unit.¥¥While¥the¥steps¥below¥are¥listed¥in¥linear¥fashion,¥they¥shouldÜ &t  Übe¥seen¥as¥flexible¥and¥recursive.¥¥Developers¥can¥start¥at¥any¥point¥in¥the¥process¥and¥move¥backÜ `  Üand¥forth¥recursively.¥Ü ßL ܈ Ì ˆDisplay¥10³2¥is¥a¥form¥that¥can¥be¥used¥to¥record¥the¥decisions;¥it¥also¥will¥serve¥as¥anÜ `¨ Üorganizer¥for¥the¥rest¥of¥this¥handbook.¥¥One¥advantage¥of¥this¥form¥is¥that¥it¥shows¥twoÜ Lû Üperspectives¥about¥the¥unit:¥read¥from¥left¥to¥right,¥it¥shows¥how¥each¥component¥is¥developedÜ 8º Üthroughout¥the¥duration¥of¥the¥unit;¥read¥from¥top¥to¥bottom,¥it¥shows¥in¥graphic¥form¥a¥lessonÜ $r Üplan¥for¥each¥day.¥¥Ü ^ ܈ Ì ˆTo¥guide¥the¥process¥of¥unit¥development,¥you¥should¥keep¥in¥mind¥the¥criteria¥shown¥inÜ rË ÜDisplay¥10³3¥and¥use¥them¥to¥guide¥your¥work¥and¥evaluate¥the¥products.¥¥The¥criteria¥have¥beenÜ ^ Üderived¥from¥the¥literature¥on¥unit¥development.¥(The¥following¥sources¥provide¥useful¥guidanceÜ Jù Üfor¥the¥unit¥development¥process:¥Bethke,¥1985;¥Ellis,¥Mackey,¥and¥Glenn,¥1988;¥Glatthorn,Ü 6³ Ü1999;¥Perkins¥and¥Blythe,¥1994.)¥Ü  "p Üï½X˜XXX˜ï§A¥ -)ÿxT`dEÿ0xA§íñ¡ññ¡ñ˜ ˜ï#ºX˜XXX˜‚V#ïï½#X g XXX˜ïî  îî ¥îDisplay¥10³2:Ü b ÜUnit¥Planning¥FormÜ N Üî ¥ðWîîÅWî— —ï#ºX˜X X#X gjW#ïíîK% 0¡` Ô  Š ·,äX‹ Ñ‹š ; 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Üviewï#ºX˜X˜™ O`#ïï½™ ˜XX˜ïï#º™ ˜˜™ `#ïï½™ ˜˜™ ïÜ ?¥ ,!‰0"  ³³?Üï#º™ ˜˜™ 7a#ïï½™ ˜˜™ ïClassroom¥LearningÜ >Ô# ÜObjectiveÜ 6,!T$  ³³6ÜSee¥overview¥of¥unit.¥Ü >Ô% ÜExplain¥why¥unit¥isÜ T& ÜimportantÜ 'ë' ³³'ÜDefine¥point¥of¥viewÜ >Ô( ÜÝ"Ý¥literal¥andÜ T) Üfigurative¥meaningsÜ 'ë* ³³'ÜÜ 0¥ >Ô+ ³³0Üï#º™ ˜˜™ üa#ïï½™ ˜˜™ ïGroup¥Structure¥Ü 6,!*x,  ³³6ÜWhole¥classÜ '*x- ³³'ÜWhole¥classÜ '*x. ³³'ÜSmall¥groupÜ 0¥ *x/ ³³0Üï#º™ ˜˜™ ýc#ïï½™ ˜˜™ ïPerformance¥Task¥Ü 6,!ºï0  ³³6ÜÜ 'ºï1 ³³'ÜÜ 'ºï2 ³³'ÜBegin¥task:¥organizeÜ ºï3 ÜbookletÜ 0¥ Nþ4 ³³0Üï#º™ ˜˜™ åd#ïï½™ ˜˜™ ïKnowledge¥Needed;Ü » ¿5 ÜMeans¥of¥AccessÜ 6,!r!Ë6  ³³6ÜAssess¥priorÜ » ¿7 ÜknowledgeÜ 'r!Ë8 ³³'ÜUse¥point¥of¥viewÜ » ¿9 ÜhandoutÜ 'r!Ë: ³³'ÜÜ 0¥ » ¿; ³³0Üï#º™ ˜˜™ e#ïLearning¥StrategyÜ 6,!ë"<  ³³6ÜÜ 'ë"= ³³'ÜÜ 'ë"> ³³'ÜAdapting¥toÜ ë"? 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Ürelated¥tasks——Ý"ݘ˜develop¥a¥booklet¥for¥seventh¥graders¥on¥language¥and¥point¥of¥view,Ü #l" Üand¥then¥write¥a¥letter¥to¥a¥local¥television¥newscast¥on¥loaded¥language.¥¥——Ü$X#4(#4(# ܈ Ì ˆRecord¥all¥these¥decisions,¥except¥the¥unit¥scenario,¥on¥the¥planning¥form.¥¥Although¥the¥unitÜ f%¼ % Üscenario¥does¥not¥appear¥on¥the¥form,¥it¥guides¥all¥the¥other¥elements¥on¥the¥form.Ü R&Ï!& ܘ ˜íReview¥the¥Decision¥about¥the¥Benchmarks— —Ü )j$* ܈ Ì ˆBe¥sure¥you¥have¥identified¥the¥appropriate¥benchmark.¥¥Enter¥the¥benchmark¥on¥the¥form,Ü x*í%, Ükeeping¥in¥mind¥that¥one¥benchmark¥may¥carry¥over¥for¥several¥days.Ü d+ü&- ܈ Ì ˆí˜ ˜Ü  (.|)1 ÜIdentify¥the¥Classroom¥Learning¥Objectives— —Ü Â ܈0 Ì ˆThe¥classroom¥learning¥objectives¥are¥the¥more¥specific¥outcomes¥of¥the¥benchmark.¥ÜbÌ(#Ì(# ܘ˜ˆ0 Ì ˆˆ0Ì(#Ì(#ˆLearning¥Objectives¥for¥the¥Language¥and¥Perspective¥Example:——Üp€(#(# ܈0 Ì ˆˆ  ˆ˜ ˜˜˜Benchmark:— —¥Understand¥how¥language¥reflects¥point¥of¥view.Üñ&Ì(#Ì(# ܈ Ì ˆˆ0  ˆ˜ ˜Classroom¥Learning¥Objectives:— —Ü4 Ã(#(# ܈ Ì ˆˆ0  ˆ1.¥Define¥˜˜point¥of¥view——.Üö  (#(# ܈ Ì ˆˆ0  ˆ2.¥Identify¥three¥ways¥by¥which¥point¥of¥view¥is¥reflected¥in¥language.Ü¿ L (#(# ܈ Ì ˆˆ0  ˆ3.¥Understand¥the¥concept¥˜˜loaded¥language.——ÜZ¨ (#(# ܈ Ì ˆˆ0  ˆ4.¥Explain¥how¥loaded¥language¥reflects¥point¥of¥view.ܹ (#(# ܈ Ì ˆˆ0  ˆ5.¥Explain¥how¥to¥identify¥loaded¥language.Ür (#(# ܈ Ì ˆˆ0  ˆ6.¥Understand¥how¥to¥use¥illustrations¥to¥enhance¥verbal¥text.——Ü¥ï (#(# ܈ Ì ˆYou¥identify¥the¥objectives¥by¥analyzing¥the¥benchmark¥and¥reflecting¥about¥the¥scenario.¥Ü ‰6 ÜKeep¥in¥mind¥that¥you¥may¥identify¥the¥objectives¥later¥in¥the¥process¥as¥you¥make¥otherÜ ë" Üdecisions.¥This¥information¥is¥also¥noted¥on¥the¥form.Ü ¼ Üí˜ ˜Determine¥the¥Group¥Structure¥to¥be¥Used— —Ü ~ñ ܈ Ì ˆYou¥have¥three¥choices¥of¥group¥structure:¥whole¥class,¥small¥group,¥and¥individual.¥¥UseÜ ˆ4 Üwhole¥class¥when¥you¥wish¥to¥provide¥a¥uniform¥knowledge¥base¥and¥assess¥class¥learning.¥¥UseÜ í  Üï_ïaï_ï¥ï_ïsmall¥group¥when¥you¥want¥to¥use¥cooperative¥learning¥or¥group¥discussion.¥¥Use¥the¥individualÜ ü   Üstructure¥when¥you¥want¥students¥thinking¥and¥working¥on¥their¥own.¥Note¥on¥the¥form¥the¥groupÜ Û¿! Üstructure¥for¥each¥day.Ü ÆŠ" Üí˜ ˜Identify¥the¥Performance¥Task¥to¥be¥Accomplished— —Ü T ¬& ܈ Ì ˆA¥performance¥task¥is¥a¥complex¥open³ended¥problem¥posed¥for¥the¥student¥to¥solve¥as¥aÜ ¦! ( Ümeans¥of¥demonstrating¥mastery;¥the¥performance¥task¥constitutes¥the¥basis¥for¥the¥performanceÜ ¢"š) Üassessment.¥ï_ïMarzanoï_ï¥and¥Kendall¥(1996)¥identify¥these¥defining¥characteristics¥of¥a¥performanceÜ Ú#‰* Ütask:Ü z$ë+ ܈ Ì ˆ "­3£"      ­3£ãþ ï2•$ïÝÝï3  ïˆ0  ˆ    Requires¥knowledge¥to¥be¥applied¥to¥a¥specific¥situation °3£ãþËþ Ô܆%0!-(#(# ÜÔ     "­3£"     ˆ Ì ˆ ­3£ªÿ ï2•$ïÝÝï3  ïˆ0  ˆ    Provides¥necessary¥guidance¥and¥information¥to¥complete¥the¥task °3£ªÿ¼ÿ ÔÜ>'â"/(#(# ÜÔ     "­3£"     ˆ Ì ˆ ­3£°õ ï2•$ïÝÝï3  ïˆ0  ˆ    Specifies¥learning¥context¥(independent,¥pairs,¥small¥groups) °3£°õ¹õ ÔÜÊ(™#1(#(# ÜÔ     "­3£"     ˆ Ì ˆ ­3£­Ä ï2•$ïÝÝï3  ïˆ0  ˆ    Specifies¥how¥students¥will¥demonstrate¥their¥findings¥or¥solution °3£­ÄÈÄ ÔÜ*V%3(#(# ÜÔ    ˆ Ì ˆTypically¥you¥would¥first¥develop¥the¥performance¥task¥and¥then¥use¥the¥performance¥task¥toÜ d+ü&5 Üdesign¥the¥rest¥of¥the¥unit,¥teach¥the¥unit,¥and¥then¥conduct¥a¥performance¥assessment¥toÜ P,Û'6 Üdetermine¥if¥the¥students¥could¥perform¥the¥task.¥Note,¥however,¥that¥some¥teachers¥prefer¥toÜ <-Æ(7 Üdesign¥the¥unit¥and¥then¥develop¥the¥task¥to¥fit¥the¥unit.¥¥Ü (.|)8 ܈ Ì ˆIn¥reflecting¥about¥the¥performance¥task,¥keep¥in¥mind¥four¥key¥elements:¥the¥nature¥of¥yourÜ Â Üstudents;¥the¥standard¥and¥the¥benchmark;¥the¥time¥allocated;¥and¥the¥level¥of¥difficulty¥of¥theÜ ù“ Üperformance¥task¥(the¥task¥should¥challenge¥the¥students¥but¥not¥overwhelm¥them).¥¥Appendix¥AÜ ³¯ Ülists¥the¥steps¥to¥take¥in¥designing¥a¥valid¥performance¥task.Ü p€ ܈ Ì ˆí˜ ˜Identify¥the¥Knowledge¥Needed¥and¥Means¥of¥Access— —ˆ p ˆˆ é ˆÜ 4 à ܈ Ì ˆBy¥analyzing¥the¥performance¥task,¥you¥next¥should¥identify¥the¥knowledge¥that¥students¥willÜ ö   Üneed¥to¥accomplish¥the¥task¥and¥the¥means¥by¥which¥they¥will¥gain¥access¥to¥that¥knowledge.¥¥Ü ­ …  ܈ Ì ˆResearch¥on¥how¥experts¥solve¥problems¥indicates¥that¥they¥operate¥from¥a¥deep¥knowledgeÜ Š 8  Übase.¥¥For¥example,¥students¥cannot¥develop¥a¥sound¥solution¥to¥the¥problem¥of¥water¥pollutionÜ Ü$  Üunless¥they¥have¥knowledge¥of¥basic¥chemistry.˜˜ˆ0  ˆÜ¹ (#(# ܈ Ì ˆKnowledge¥needed¥for¥Language¥and¥Perspective¥Example:——ˆ é ˆÜ r  ܈0 Ì ˆ˜˜ˆ  ˆ1.¥Strategies¥for¥adapting¥to¥audienceÜ¥ï Ì(#Ì(# ܈0 Ì ˆˆ  ˆ2.¥Concept¥of¥˜˜point¥of¥view——܉6Ì(#Ì(# ܈0 Ì ˆˆ  ˆ3.¥How¥written¥language¥reflects¥point¥of¥viewÜDùÌ(#Ì(# ܈0 Ì ˆˆ  ˆ4.¥How¥spoken¥language¥reflect¥point¥of¥viewÜÏœÌ(#Ì(# ܈0 Ì ˆˆ  ˆ5.¥How¥to¥use¥illustrations¥to¥enhance¥verbal¥text——Ü\Ì(#Ì(# ܈ Ì ˆYou¥also¥should¥note¥the¥means¥by¥which¥students¥will¥gain¥access¥to¥knowledge:¥discussingÜ j² Üor¥learning¥from¥informed¥peers;¥listening¥to¥a¥teacher¥presentation;¥using¥the¥Internet;¥viewing¥aÜ V» Üvideo;¥reading¥a¥text¥or¥other¥print¥source;¥observing;¥interviewing¥an¥expert.¥¥¥¥¥¥¥Ü Bö ܈ Ì ˆí˜ ˜Identify¥the¥Learning¥Strategy— —Ü Z" ܈ Ì ˆA¥learning¥strategy¥is¥a¥mental¥process¥that¥is¥useful¥in¥completing¥the¥performance¥task¥orÜ h¹$ Üsolving¥problems.¥They¥are¥also¥called¥˜ ˜thinking¥skills.¥¥— —Some¥learning¥skills¥are¥general,¥used¥inÜ T ¬% Ümany¥subjects;¥others¥are¥subject¥specific¥(see¥Display¥10³4).¥Ü @!ä& ܈ Ì ˆThe¥research¥suggests¥strongly¥that¥these¥strategies¥are¥best¥learned¥in¥context,¥as¥part¥of¥aÜ ¢"š( Üunit,¥rather¥than¥as¥isolated¥skills.¥A¥general¥guideline¥is¥to¥include¥one¥learning¥strategy¥in¥eachÜ Ú#‰) Üunit.¥˜˜Ü z$ë* ܈0 Ì ˆˆ0Ì(#Ì(#ˆIn¥the¥Language¥and¥Perspective¥Example,¥the¥team¥decides¥to¥teach¥students¥specificÜ †%0!, Ütechniques¥for¥adapting¥to¥an¥audience.——Ü é&"-(#(# Üî ¥îî ¥î§A¥ -)ÿ¹xT`dEÿ¹0xA§íî ¥îÐîñ¡ññ¡ñï½#X g XXX˜ï˜ ˜î  îDisplay¥10³4:ˆ0 @Š ˆ— —Ü b Ü¥˜ ˜ï#ºX˜X X#X g_¨#ïï½X g XXX˜ïExamples¥of¥Learning¥Skills— —ï#ºX˜X XX gŒ¨#ïÜ œN Üîª¨î˜ ˜ï½™ ˜XX˜ïî  ¥¤ÂîGeneral— —Ü ¾: Ü "­3£"     ˆ  ˆ ­3£ø ï2•$ïÝÝï3  ïˆ0 ` ˆ    Use¥web¥diagrams¥to¥show¥relationships °3£øßø ÔÜH þ` Ü ` Ü  ÜÔ     "­3£"     ˆ  ˆ ­3£Ð¡ ï2•$ïÝÝï3  ïˆ0 ` ˆ    Use¥a¥matrix¥to¥organize¥information °3£Ð¡¾¡ ÔÜ» ß` Ü ` Ü  ÜÔ     "­3£"     ˆ  ˆ ­3£ã± ï2•$ïÝÝï3  ïˆ0 ` ˆ    Write¥summaries¥to¥facilitate¥remembering °3£ã±í± ÔÜ ` ` Ü ` Ü  ÜÔ     "­3£"     ˆ  ˆ ­3£~Ó ï2•$ïÝÝï3  ïˆ0 ` ˆ    Use¥mnemonics¥as¥a¥memory¥aid °3£~ÓáÓ ÔÜn å ` Ü ` Ü  ÜÔ    ˜ ˜Subject¥Specific— —Ü Ü$  Ü "­3£"     ˆ  ˆ ­3£ÃÒ ï2•$ïÝÝï3  ïˆ0 ` ˆ    Writing:¥Revise¥as¥you¥write °3£ÃÒçÒ ÔÜ2º ` Ü ` Ü  ÜÔ     "­3£"     ˆ  ˆ ­3£f« ï2•$ïÝÝï3  ïˆ0 ` ˆ    Mathematics:¥Identify¥the¥knowns¥in¥a¥problem °3£f«Ä« ÔÜä ` Ü ` Ü  ÜÔ     "­3£"     ˆ  ˆ ­3£Uµ ï2•$ïÝÝï3  ïˆ0 ` ˆ    Science:¥Classify¥according¥to¥scientific¥principles °3£UµÚµ ÔÜšJ` Ü ` Ü  ÜÔ     "­3£"     ˆ  ˆ ­3£K¦ ï2•$ïÝÝï3  ïˆ0 ` ˆ    Social¥Studies:¥¥Look¥for¥patterns¥in¥historical¥events °3£K¦³¦ ÔÜXÂ` Ü ` Ü  ÜÔ     "­3£"     ˆ  ˆ ­3£Dá ï2•$ïÝÝï3  ïˆ0 ` ˆ    The¥Arts:¥Use¥contrast¥in¥visual¥elementsï#ºX˜X˜™ mø#ï °3£Dá}á Ôܼ` Ü ` Ü  ÜÔ    î ¥Ôøîˆ  ˆíñ¡ññ¡ñ§A¥ -)ÿ¹xT`d0EÿÅ0xA§Ü \ ܈ Ì ˆíî ¥îˆ Ì ˆí˜ ˜Decide¥about¥the¥Performance¥Assessment— —Ü Bö ܈ Ì ˆA¥performance¥assessment¥is¥an¥evaluation¥of¥how¥successful¥the¥student¥has¥been¥inÜ Û¿! Üperforming¥and¥completing¥the¥performance¥task.¥McTighe¥and¥Ferrara¥(1997)¥present¥a¥veryÜ ÆŠ" Üuseful¥typology¥of¥performance¥assessments¥(paraphrased¥as¥follows).Ü |Ü# ܈ Ì ˆ "­3£"      ­3£¢¼ ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Constructed¥Responses— —:¥Short¥answer;¥diagrams;¥visuals¥(such¥as¥a¥concept¥map). °3£¢¼ì¼ ÔÜÞ2%(#(# ÜÔ     "­3£"     ˆ Ì ˆ ­3£ÐÈ ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Products— —:¥Essay;¥research¥paper¥and¥laboratory¥report;¥log¥or¥journal;¥story,¥play,¥orÜ @!ä' Üpoem;¥portfolio;¥art¥or¥science¥exhibit;¥model;¥video¥or¥audio¥tape;¥spreadsheet. °3£ÐȾÈ ÔÜ,"¥((#(# ÜÔ     "­3£"     ˆ Ì ˆ ­3£1¸ ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Performances— —:¥Oral¥report;¥dance;¥science¥demonstration;¥athletic¥competition;¥dramaticÜ Ú#‰* Üreading;¥enactment;¥debate;¥recital. °3£1¸j¸ ÔÜz$ë+(#(# ÜÔ     "­3£"     ˆ Ì ˆ ­3£Å² ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Processes— —:¥Oral¥questioning;¥observation;¥interview;¥conference;¥process¥description;Ü †%0!- Ülearning¥log;¥record¥of¥thinking¥processes. °3£Å²å² ÔÜé&".(#(# ÜÔ    ˆ Ì ˆPerformance¥assessment¥can¥be¥formative¥or¥summative.¥¥A¥formative¥assessment¥is¥one¥youÜ *(~#0 Ümake¥during¥and¥at¥the¥end¥of¥the¥lesson.¥¥Here¥are¥some¥ways¥you¥can¥make¥formativeÜ )j$1 Üassessments:¥observe¥students¥in¥action;¥give¥a¥quiz;¥ask¥oral¥questions;¥and¥examine¥workÜ *V%2 Üproducts¥(such¥as¥laboratory¥reports¥or¥journal¥entries)¥as¥they¥are¥in¥process.Ü ”*B&3 ܈ Ì ˆNext,¥reflect¥about¥the¥ways¥that¥students¥might¥demonstrate¥their¥learning¥in¥the¥summativeÜ P,Û'5 Üassessment.¥Stiggins¥(1997)¥stresses¥that¥well³designed¥performance¥assessments¥are¥a¥highlyÜ <-Æ(6 Üeffective¥teaching¥tool,¥significantly¥fostering¥student¥learning.¥¥The¥way¥you¥assess¥performanceÜ (.|)7 Üwill¥obviously¥depend¥on¥the¥nature¥of¥the¥performance¥task.¥For¥example,¥if¥the¥task¥is¥toÜ /h*8 Üpresent¥a¥speech,¥you¥would¥listen¥and¥observe.¥If¥the¥task¥were¥to¥produce¥a¥booklet,¥you¥wouldÜ Â Üread¥the¥booklet.¥Your¥assessment¥will¥be¥significantly¥improved¥if¥you¥then¥take¥the¥time¥toÜ ù“ Üdevelop¥criteria¥and¥rubrics¥for¥the¥task;¥these¥are¥explained¥in¥the¥next¥section.˜ ˜Ü ³¯ ÜíDetermine¥resources— —Ü H þ ܈ Ì ˆLastly,¥you¥should¥determine¥what¥resources¥you¥will¥need¥for¥each¥lesson¥and¥note¥these¥onÜ » ß Üthe¥form.Ü  ö   Üï½X˜XXX˜ï˜ ˜ï½¹/âÈXX˜ïï*õ°&r 'd ddd rdd r'dd 'dd *r +¡(#¡(#õïï,Ldd ïï+  ïÜ Â Ü3.ˆ0 ' ˆï#ºX˜Xȹ/âÇ#ïï½¹/âÈXX˜ïDEVELOPING¥THE¥CRITERIA¥AND¥RUBRICSï#ºX˜Xȹ/âô®#ïÜ#d'ù!'ù! #Ü— —íï#ºX˜XXX˜Å#ïˆ Ì ˆOnce¥you¥have¥the¥rest¥of¥the¥unit¥in¥good¥shape,¥you¥next¥should¥develop¥criteria¥and¥rubricsÜ ^Ó Üto¥assist¥in¥the¥assessment¥process.¥To¥accomplish¥this¥goal¥you¥need¥to¥understand¥how¥someÜ J õ Ükey¥terms¥are¥being¥used.¥¥(The¥discussion¥that¥follows¥draws¥from¥the¥following¥sources:Ü 6 É ÜGoodrich,¥1996;¥Herman,¥Aschbacher,¥&¥Winters,¥1992;¥Glatthorn,¥1999;¥and¥Marzano,Ü " v ÜPickering,¥&¥McTighe,¥1993.)Ü  b ܈ Ì ˆ "­3£"      ­3£Éƒ ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Criteria— —¥are¥the¥components¥of¥quality¥that¥are¥used¥as¥the¥bases¥of¥evaluations.¥They¥areÜ p €  Üan¥essential¥component¥of¥the¥rubrics.¥If¥you¥were¥evaluating¥a¥football¥quarterback,¥youÜ \¡  Ümight¥use¥these¥criteria:¥passing¥completion;¥play³calling¥ability;¥avoidance¥ofÜ Hþ  Üinterceptions;¥running¥ability.¥¥ °3£Éƒáƒ ÔÜ4à (#(# ÜÔ     "­3£ "     ˆ Ì ˆ ­3£©è ï2•$ïÝÝï3  ïˆ0  ˆ    A¥˜ ˜performance¥standard— —¥is¥a¥statement¥of¥expected¥quality¥of¥the¥performance.¥¥Thus,¥aÜ ö  Üfootball¥coach¥might¥set¥this¥standard¥for¥passing¥accuracy¥in¥choosing¥quarterbacks:¥"WeÜ ­…  Üexpect¥at¥least¥a¥50%¥completion¥rate¥before¥we¥consider¥any¥other¥factors."¥¥ °3£©è‰è ÔÜnå(#(# ÜÔ     "­3£!"     ˆ Ì ˆ ­3£ùê ï2•$ïÝÝï3  ïˆ0  ˆ    A¥˜ ˜rubric— —¥is¥a¥scoring¥or¥evaluation¥tool¥that¥lists¥each¥criterion¥and¥indicates¥theÜ Ü$ Üperformance¥standard¥and¥its¥several¥levels¥of¥achievement.¥Display¥10³5¥shows¥part¥ofÜ ¹ Üthe¥rubric¥that¥would¥be¥used¥in¥assessing¥the¥students'¥performance¥on¥the¥booklet¥beingÜ ¬Ÿ Üdeveloped.¥These¥rubrics¥would¥be¥used¥to¥evaluate¥each¥groupÝÝs¥booklet. °3£ùê„ê ÔÜä(#(# ÜÔ    í§A¥ -)ÿrxT`dEÿr0xA§íñÆ¡ññÆ¡ñï½#X g XXX˜ï˜ ˜î  îî ¥îDisplay¥10³5:ˆ0 @Š ˆ— —Ü ¼ Ü¥˜ ˜ï#ºX˜X X#X gLÜ#ïï½X g XXX˜ïRubric¥for¥Scoring¥Text¥Booklets— —ï#ºX˜X XX g¾Ü#ïÜ Ïœ Üî ¥zÜîíînÜîï*e° r ddLdd L&r 'ÆH!ÆH!eïï,edd ïï,¡dd ïï,edd ïï,dd ïï,Fdd ïï,edd ïï+  ïÜ -¥ ™H™H ³³-Üï½™ ˜XX˜ïCriteriaÜ 6,!X   ³³6Üï#ºX˜X˜™ ƒñ#ïï½å…åXX˜ïUnsatisfactoryÜ 'XÂ! ³³'ÜMinimallyÜ XÂ" ÜSatisfactoryÜ 'D ù# ³³'ÜMore¥thanÜ XÂ$ ÜSatisfactoryÜ 'D ù% ³³'ÜVery¥GoodÜ 'XÂ& ³³'ÜSuperiorï#ºX˜Xåå…Iî#ïï½™ ˜XX˜ïÜ 0¥ XÂ' ³³0Üîé“îAdaptationÜ €!( Üto¥AudienceÜ 0¥ #!Ô"ˆ)  0ÜShows¥noÜ €!* ÜadaptationÜ '¥ Ô"ˆ+  'ÜOccasionallyÜ €!, ÜadaptsÜ Ô"ˆ- ÜlanguageÜ '¥ T#¬.  'ÜConsistentlyÜ €!/ ÜadaptsÜ Ô"ˆ0 ÜlanguageÜ '¥ T#¬1  'ÜAdapts¥languageÜ €!2 Üconsistently¥andÜ Ô"ˆ3 ÜillustrationsÜ T#¬4 ÜoccasionallyÜ '¥ $p5  'ÜConsistentlyÜ €!6 ÜadaptsÜ Ô"ˆ7 Ülanguage¥andÜ T#¬8 ÜillustrationsÜ 6¥ #$p9  ³³6Üî“éŽïîQuality¥ofÜ x%í : ÜContentÜ -#!d&ü!;  -ÜÜ  x%í < ÜÜ  x%í = ÜÜ  x%í > ÜÜ  x%í ? ÜÜ '¥  x%í @ ³³'ÜQuality¥ofÜ Š'8#A ÜWritingÜ -#!Ü($$B  -ÜÜ  Š'8#C ÜÜ  Š'8#D ÜÜ  Š'8#E ÜÜ  Š'8#F ÜÜ '¥  Š'8#G ³³'ÜQuality¥ofÜ P*Û%H ÜIllustrationsÜ -#!<+Æ&I  -ÜÜ  P*Û%J ÜÜ  P*Û%K ÜÜ  P*Û%L ÜÜ  P*Û%M Üï#ºX˜X˜™ ûï#ïÜ P*Û%N  Üñ¡Æññ¡Æñˆ Ì ˆí§A¥ -) ¡¡xT`d0E¡ /0xA§Ü  É.Þ)P ܈ Ì ˆThere¥are¥several¥reasons¥why¥you¥should¥develop¥and¥use¥criteria¥and¥rubrics:Ü Â Ü "­3£""     î ¥îˆ Ì ˆ ­3£>ó ï2•$ïÝÝï3  ïˆ0  ˆ    They¥facilitate¥quality¥student¥performance¥by¥making¥clear¥to¥the¥student¥what¥isÜ b Üexpected.¥¥ °3£>óÑó ÔÜœN(#(# ÜÔ     "­"Ž;#"     î ¥îˆ Ì ˆ ­"Ž;º† ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    In¥too¥many¥classrooms¥students¥are¥"flying¥blind,"¥with¥no¥clear¥knowledge¥of¥whatÜ ¾: Üconstitutes¥satisfactory¥performance.¥¥In¥such¥classrooms¥teacher¥feedback¥is¥minimalÜ ñ& Üand¥unclear,¥using¥such¥value¥language¥as¥"try¥harder,"¥"not¥your¥best¥effort,"¥"not¥upÜ ²  Üto¥my¥standards."¥¥One¥teacher¥reports¥that¥she¥staples¥a¥copy¥of¥the¥rubrics¥to¥theÜ » ß ÜstudentÝÝs¥paper,¥grading¥the¥student¥specifically¥on¥rubrics.¥ °"Ž;º†î† ÔÜö 4(#4(# ÜÔ     "­3£#"     î ¥îˆ Ì ˆ ­3£X§ ï2•$ïÝÝï3  ïˆ0  ˆ    They¥provide¥helpful¥guidance¥in¥preparing¥and¥instructing¥the¥students.¥¥ °3£X§´§ ÔÜ¿ L (#(# ÜÔ     "­"Ž;$"     î ¥îˆ Ì ˆ ­"Ž;xˆ ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    If¥you¥have¥a¥clear¥idea¥of¥the¥criteria,¥you¥can¥give¥the¥students¥the¥specific¥help¥theyÜ Š 8  Üneed¥in¥embodying¥those¥elements¥in¥their¥performance.¥¥ °"Ž;xˆˆ ÔÜÜ$ 4(#4(# ÜÔ     "­3£$"     î ¥îˆ Ì ˆ ­3£ ‰ ï2•$ïÝÝï3  ïˆ0  ˆ    They¥help¥the¥teacher¥by¥facilitating¥the¥evaluation¥process,¥making¥it¥fairer,¥moreÜ 2º  Üconsistent,¥and¥more¥valid.¥¥ °3£ ‰V‰ ÔÜr (#(# ÜÔ     "­"Ž;%"     î ¥îˆ Ì ˆ ­"Ž;e‹ ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    You¥can¥do¥a¥better¥job¥of¥grading¥students¥if¥you¥know¥the¥rubrics.¥¥ °"Ž;e‹Ó‹ ÔÜ ^ 4(#4(# ÜÔ     "­3£%"     ˆ Ì ˆ ­3£ðŠ ï2•$ïÝÝï3  ïˆ0  ˆ    They¥help¥parents¥understand¥more¥clearly¥what¥students¥are¥being¥evaluated¥for¥and¥howÜ lË Ügrades¥are¥assigned. °3£ðŠëŠ ÔÜXÂ(#(# ÜÔ    ˆ Ì ˆAppendix¥A¥details¥the¥steps¥in¥creating¥rubrics.Ü ¼ ÜÜ  p Üï½X˜XXX˜ï˜ ˜ï½¹/âÈXX˜ïï*€°(r )ddedd e¡dd ¡edd edd Fdd Fedd e r ¡(#¡(#€ïï,Ldd ïï+  ïÜ Â Ü4.ˆ0 ' ˆï#ºX˜Xȹ/â`¾#ïï½¹/âÈXX˜ïEVALUATING¥THE¥UNITï#ºX˜Xȹ/â«#ïÜ#d'ù!'ù! #Ü— —íï#ºX˜XXX˜>¾#ïˆ Ì ˆAfter¥youÝÝve¥created¥the¥entire¥unit,¥you¥should¥evaluate¥it.¥¥First,¥the¥team¥should¥evaluate¥itsÜ ^Ó Üown¥work.¥¥Then¥they¥should¥ask¥colleagues¥to¥evaluate¥it.¥Also,¥they¥should¥assess¥the¥unit¥as¥itÜ J õ Üis¥actually¥used.¥Finally¥they¥should¥survey¥students¥or¥discuss¥with¥them¥the¥unitÝÝs¥strengths¥andÜ 6 É Üweaknesses.Ü " v ÜíÜ  ¾ :  Üï½X˜XXX˜ï˜ ˜ï½¹/âÈXX˜ïï*e°3r 4ddLdd L(r )¡(#¡(#eïï,Ldd ïï+  ïÜ Â Üï#ºX˜Xȹ/â##ïï½¹/âÈXX˜ïREFERENCESï#ºX˜Xȹ/â ‘#ïÜ d Ü— —íˆ0 Ì ˆˆ ¡ ˆï#ºX˜XXX˜#ïBethke,¥E.¥(1985).¥˜˜A¥guide¥to¥curriculum¥planning:¥Purposes¥and¥Procedures.¥——Madison,¥WI:Ü ^Ó ÜWisconsin¥Department¥of¥Public¥Instruction.ÜJ õÌ(#Ì(# ܈0 Ì ˆˆ ¡ ˆEllis,¥A.¥K.,¥Mackey,¥J.¥A.,¥&¥Glenn,¥A.¥D.¥(1988).¥˜˜The¥School¥Curriculum.——¥Needham¥Heights,Ü   ÜMA:¥Allyn¥&¥Bacon.Üù “Ì(#Ì(# ܈0 Ì ˆˆ ¡ ˆGlatthorn,¥A.¥A.¥(1999).¥˜˜Performance¥Standards¥and¥Authentic¥Learning.¥——Larchmont,¥NY:¥EyeÜ œ N  Üon¥Education.ܾ : Ì(#Ì(# ܈0 Ì ˆˆ ¡ ˆGoodrich,¥H.¥(1996).¥Understanding¥rubrics.¥˜˜Educational¥Leadership,¥54——¥(4),¥14³17.ÜHþ Ì(#Ì(# ܈0 Ì ˆˆ ¡ ˆHerman,¥J.¥L.,¥Aschbacher,¥P.¥R.,¥&¥Winters,¥L.¥(1992).¥˜˜A¥Practical¥Guide¥to¥AlternativeÜ »ß  ÜAssessment.¥——Alexandria,¥VA:¥Association¥for¥Supervision¥and¥Curriculum¥Development.Üö Ì(#Ì(# ܈0 Ì ˆˆ ¡ ˆMarzano,¥R.¥J.¥&¥Kendall,¥J.¥S.¥(1996).¥˜˜A¥Comprehensive¥Guide¥to¥Designing¥Standards³BasedÜ ¿L ÜDistricts,¥Schools,¥and¥Classrooms.——¥Alexandria,¥VA:¥Association¥¥for¥Supervision¥andÜ Š8 ÜCurriculum¥Development.ÜÜ$Ì(#Ì(# ܈0 Ì ˆˆ ¡ ˆMarzano,¥R.¥J.,¥Pickering,¥D.,¥&¥McTighe,¥J.¥(1993).¥˜˜Assessing¥Student¥Outcomes.——¥Alexandria,Ü 2º ÜVA:¥Association¥for¥Supervision¥and¥Curriculum¥Development.ÜrÌ(#Ì(# ܈0 Ì ˆˆ ¡ ˆMcTighe,¥J.¥&¥Ferrara,¥S.¥(1997).¥˜˜Assessing¥Learning¥in¥the¥Classroom.——¥Washington,ˆ Ü ˆDC:Ü ¥ï ÜNational¥Education¥Association.ÜlËÌ(#Ì(# ܈0 Ì ˆˆ ¡ ˆPerkins,¥D.¥&¥Blythe,¥T.¥(1994).¥Putting¥understanding¥up¥front.¥˜˜Educational¥Leadership,¥51——¥(5),Ü ë" Ü4³7.ܼÌ(#Ì(# ܈0 Ì ˆˆ ¡ ˆStiggins,¥R.¥J.¥(1997).¥˜˜Student³Centered¥Classroom¥Assessment——¥(2˜˜nd——¥ed.).¥Columbus,¥OH:¥Merrill.ÜpÌ(#Ì(# ÜíÜ  ˆ4" Üï½X˜XXX˜ï˜ ˜ï½¹/âÈXX˜ïï*e°,r .ddLdd L3r 4¡(#¡(#eïï,Ldd ïï+  ïÜ Â Üï#ºX˜Xȹ/⌗#ïï½¹/âÈXX˜ïAPPENDIX¥A:¥STEPS¥IN¥DEVELOPING¥PERFORMANCE¥TASKSï#ºX˜Xȹ/âí™#ïÜ d Ü— —ï#ºX˜XXX˜Ì—#ïï½X g XXX˜ïíï#ºX˜X XX g~›#ïî ¥î1.ˆ0 Ì ˆ˜ ˜Brainstorm.— —Ü^ÓÌ(#Ì(# ܈ Ì ˆ³³ˆ0  ˆSuspending¥critical¥judgment,¥team¥members¥should¥do¥some¥free³wheeling¥creativeÜ J õ Üthinking,¥simply¥listing¥all¥the¥possibilities¥of¥performance¥tasks.¥Here¥are¥some¥of¥theÜ 6 É Üideas¥that¥an¥8th¥grade¥team¥put¥on¥the¥table.Ü" v(#(# Üíˆ0 Ì ˆˆ0Ì(#Ì(#ˆ˜˜Brainstorming¥from¥the¥Language¥and¥Perspective¥Example:——Üœ N(#(# ܈ Ì ˆ˜˜ˆ  ˆ*¥Have¥students¥use¥loaded¥words¥to¥give¥a¥sales¥speech.Ü ¾ :  ܈ Ì ˆˆ  ˆ*¥Listen¥to¥a¥speech¥and¥identify¥loaded¥words.Ü ñ&  ܈ Ì ˆˆ  ˆ*¥Publish¥a¥booklet¥explaining¥how¥to¥identify¥loaded¥words.Ü ²  ܈ Ì ˆˆ  ˆ*¥Do¥a¥role¥play¥and¥have¥students¥take¥different¥perspectives.Ü »ß  Üî ¥îˆ Ì ˆˆ  ˆ*¥Analyze¥point¥of¥view¥in¥a¥short¥story.——Ü ö  Üíî ¥î2.¥˜ ˜Evaluate¥the¥brainstorming¥results.— —Ü Z¨ ܈ Ì ˆ³³ˆ0  ˆAt¥this¥stage¥the¥team¥should¥assess¥the¥results¥of¥the¥brainstorming¥with¥twoÜ Fû Ücomponents:¥a¥validity¥check¥and¥a¥reality¥check.¥¥Ü2º(#(# Üíˆ Ì ˆˆ  ˆ˜ ˜Answer¥the¥validity¥check¥question:¥— —Ü  ^ ܈0 Ì ˆˆ0Ì(#Ì(#ˆ*ˆ04(#(#ˆ"Will¥this¥performance¥task¥enable¥students¥to¥acquire¥and¥use¥the¥skills¥andÜ šJ Üknowledge¥embodied¥in¥the¥standards¥and¥benchmarks?"¥Ü‰64(#4(# ܈ Ì ˆˆ  ˆ*ˆ0 4 ˆIf¥a¥performance¥task¥seems¥stimulating¥and¥motivating¥but¥does¥not¥relate¥directly¥toÜ ë" Üthe¥standards¥and¥benchmarks,¥then¥it¥is¥seriously¥flawed.¥Ü¼4(#4(# Üíˆ Ì ˆˆ  ˆ˜ ˜Answer¥the¥reality¥check¥question:— —¥Ü â¾ ܈ Ì ˆˆ  ˆ*ˆ0 4 ˆ"Will¥it¥work¥in¥the¥classroom?"¥¥Ü~ñ4(#4(# Üî ¥îˆ Ì ˆˆ  ˆ*ˆ0 4 ˆIn¥making¥the¥reality¥check,¥you¥should¥examine¥such¥issues¥as¥student¥interest¥in¥theÜ j² Ütask,¥the¥knowledge¥resources¥required,¥the¥time¥the¥task¥will¥take,¥and¥theÜ V » Üteachability¥of¥the¥task.¥ÜB!ö4(#4(# Üíî ¥î3.ˆ0 Ì ˆ˜ ˜Identify¥and¥develop¥a¥performance¥task— —.Ü$Z#Ì(#Ì(# ܈ Ì ˆ³³ˆ0  ˆBased¥on¥the¥results¥of¥the¥validity¥and¥reality¥checks,¥the¥team¥should¥determine¥whichÜ ˜$F $ Üperformance¥task(s)¥to¥use¥and¥which¥to¥discard.ÜÞ%2!%(#(# ܘ˜íˆ0 Ì ˆˆ0Ì(#Ì(#ˆLanguage¥and¥Perspective¥Example:——ˆ Ë ˆÜ¦' #'(#(# ܈0 Ì ˆˆ0Ì(#Ì(#ˆ˜˜The¥team¥decides¥that¥it¥would¥be¥unethical¥to¥have¥students¥use¥loaded¥language¥in¥aÜ ¢(š#( Üspeech¥to¥persuade¥others.¥¥The¥team¥decides¥instead¥to¥have¥students¥write¥a¥textbook¥onÜ Ú)‰$) Üloaded¥language¥and¥how¥it¥indicates¥point¥of¥view.¥¥The¥team¥develops¥the¥followingÜ z*ë%* Ütask:Üf+¼&+(#(# Üî ¥îˆ0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆÝ ÝOur¥7˜˜th——¥grade¥language¥arts¥teachers¥would¥like¥to¥teach¥a¥unit¥on¥loaded¥languageÜ R,Ï', Üand¥how¥it¥reflects¥point¥of¥view.¥¥However,¥their¥textbooks¥do¥not¥cover¥that¥subject.¥Ü >-â(- ÜYou¥can¥help¥the¥teachers¥and¥the¥students¥by¥publishing¥your¥own¥textbook¥on¥thatÜ *.~). Ütopic.¥¥Your¥goal¥is¥to¥produce¥a¥booklet,¥with¥illustrations,¥explaining¥to¥7th¥gradeÜ /j*/ Üstudents¥how¥to¥understand¥how¥language¥reflects¥point¥of¥view¥and¥how¥to¥identifyÜ Â Üloaded¥language.¥Your¥booklet¥should¥include¥the¥following:¥title¥page;¥table¥ofÜ ù“ Ücontents;¥and¥the¥content¥itself.¥The¥teachers¥of¥7th¥grade¥will¥judge¥the¥four¥bookletsÜ ³¯ Üproduced¥by¥our¥class¥and¥have¥agreed¥to¥use¥the¥booklets¥with¥their¥classes.ÝÝ——Üp€4(#4(# Üíî ¥î4.¥˜ ˜¥Develop¥rubrics¥for¥the¥performance¥task— —.Ü 4 à Üî ¥îˆ0 Ì ˆSeveral¥steps¥are¥involved¥in¥the¥development¥of¥rubrics.¥¥(See¥Goodrich,¥1996,¥for¥anotherÜ  t Üperspective¥on¥writing¥rubrics.)Ü ` Ì(#Ì(# Üî ¥îˆ Ì ˆ(1)ˆ0  ˆ˜ ˜Identify¥the¥criteria— —Ün å (#(# ܈ Ì ˆˆ0  ˆ³³ˆ04(#(#ˆPractice¥has¥shown¥that¥4³7¥criteria¥seem¥to¥work¥best.¥¥If¥there¥are¥too¥few,¥theÜ Z¨  Üfeedback¥is¥not¥specific¥enough.¥If¥there¥are¥too¥many,¥the¥evaluation¥process¥becomesÜ Fû  Ütoo¥complicated.¥¥You¥derive¥the¥criteria¥by¥answering¥these¥related¥questions:¥"WhatÜ 2º  Üfactors¥contribute¥to¥the¥overall¥performance?¥¥What¥do¥I¥look¥for¥when¥I¥evaluate¥thisÜ r  Üperformance?¥¥What¥elements¥will¥make¥a¥difference¥in¥the¥quality?ÝÝÜ ^ 4(#4(# Üíˆ0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆ˜˜Example:¥¥Ü‰64(#4(# ܈0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆˆ0` 4(#4(#ˆA¥5˜˜th——¥grade¥teacher¥living¥in¥a¥coastal¥community¥has¥taught¥a¥unit¥on¥oceanÜ ë" Üpollution.¥She¥has¥designed¥a¥performance¥task¥that¥requires¥the¥students¥toÜ ¼ Üdevelop¥for¥their¥community¥a¥practical¥plan¥for¥reducing¥ocean¥pollution;¥theyÜ Ïœ Üalso¥must¥sell¥their¥plan¥to¥their¥community¥leaders.¥She¥thinks¥about¥the¥plan¥sheÜ â¾ Ümight¥develop¥and¥the¥means¥by¥which¥she¥would¥convince¥community¥leaders.¥Ü ~ñ ÜShe¥identifies¥the¥following¥criteria:Üj²` (#` (# ܈ Ì ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆ*Scientific¥soundnessÜ V» ܈0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆˆ0` 4(#4(#ˆˆ0Ô ` (#` (#ˆ*Political¥astutenessÜBöÔ (#Ô (# ܈0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆˆ0` 4(#4(#ˆˆ0Ô ` (#` (#ˆ*Quality¥of¥the¥writingÜ.­Ô (#Ô (# ܈0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆˆ0` 4(#4(#ˆShe¥then¥reflects¥about¥how¥she¥might¥modify¥those¥criteria¥for¥her¥students,¥soÜ n Üthat¥they¥are¥developmentally¥appropriate.¥She¥decides¥to¥change¥Ý ÝpoliticalÜ Z ÜastutenessÝÝ¥to¥Ý Ýknowledge¥of¥elected¥officials.ÝÝ——ܘF` (#` (# Üíˆ Ì ˆ(2)ˆ0  ˆ˜ ˜Determine¥how¥many¥levels¥of¥performance¥for¥each¥criterion— —.Üæ  (#(# ܈ Ì ˆˆ  ˆ³³ˆ0 4 ˆA¥review¥of¥the¥examples¥provided¥in¥the¥literature¥indicates¥that¥a¥range¥of¥3³6¥levelsÜ ¦! ! Üis¥common.¥Some¥teachers¥recommend¥that¥you¥identify¥the¥number¥of¥levels¥thatÜ ¢"š" Ücorresponds¥with¥the¥number¥of¥report¥card¥grades.¥¥Thus,¥if¥your¥school¥uses¥theÜ Ú#‰# Üstandard¥A/B/C/D/F¥system,¥it¥will¥be¥easier¥for¥you¥and¥the¥students¥if¥you¥use¥fiveÜ z$ë$ Ülevels.¥Several¥experts¥recommend¥that¥you¥use¥an¥even¥number¥of¥levels,¥thusÜ f%¼ % Ücurbing¥the¥tendency¥of¥teachers¥to¥assign¥a¥middle¥score.¥ÜR&Ï!&4(#4(# ܈ Ì ˆˆ  ˆ³³ˆ0 4 ˆOne¥concern¥about¥having¥several¥levels¥is¥that¥the¥more¥levels¥of¥performance¥thatÜ >'â"' Üyou¥specify,¥the¥more¥difficult¥is¥the¥task¥of¥writing¥rubrics.¥¥For¥that¥reason,¥you¥mayÜ *(~#( Üwish¥to¥begin¥with¥three¥levels¥of¥performance¥and¥then¥move¥to¥five¥when¥you¥andÜ )j$) Üyour¥students¥become¥more¥accustomed¥to¥using¥rubrics.Ü*V%*4(#4(# Üíˆ0 Ì ˆ(3)ˆ0Ì(#Ì(#ˆ˜ ˜Specify¥the¥two¥extremes³³best¥and¥worst¥performance.¥— —Üò+.',(#(# ܈ Ì ˆˆ  ˆ³³ˆ0 4 ˆAsk¥yourself,¥Ý ÝWhat¥would¥the¥best¥(or¥Ý ÝAÝÝ¥performance)¥look¥likeÝ"ÝwhatÜ ®,(- Üdistinguishing¥characteristics¥would¥it¥haveÝÝ¥and¥Ý ÝWhat¥would¥the¥worst¥(or¥Ý ÝFÝÝÜ Ó-). Üperformance)¥look¥likeÝ"Ýwhat¥distinguishing¥characteristics¥would¥it¥have?ÝÝ¥¥¥Üõ.˜)/4(#4(# ܽˆ Ì ˆˆ  ˆˆ 4 ˆ˜˜Example¥of¥Writing¥Effectiveness¥for¥a¥persuasive¥letter:Ü Â ܈0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆÝ ÝAÝÝ¥Letter:¥¥Uses¥correct¥business¥letter¥form,¥uses¥language¥appropriate¥toˆ Ü ˆÜ ù“ Üaudience,¥is¥clearly¥organized,¥free¥of¥mechanical¥errors.ܳ¯4(#4(# ܈ Ì ˆˆ  ˆˆ0 4 ˆÝ ÝFÝÝ¥Letter:¥¥Has¥several¥errors¥in¥form,¥makes¥inappropriate¥word¥choice,¥confusing¥ˆ @ # ˆÜ p€ Üin¥organization,¥makes¥several¥mechanical¥errors.——Ü\¡4(#4(# Üíˆ0 Ì ˆ(4)ˆ0Ì(#Ì(#ˆ˜ ˜Specify¥the¥characteristics¥of¥the¥middle¥values¥of¥the¥scale— —.Ü4 Ã(#(# ܈ Ì ˆˆ  ˆ³³ˆ0 4 ˆAsk¥yourself,¥Ý ÝGiven¥the¥characteristics¥of¥the¥best¥and¥worst¥performances,¥whatÜ  t Üfalls¥in¥between¥Ý"Ý¥what¥are¥the¥distinguishing¥characteristics¥of¥the¥Ý ÝaverageÝÝÜ  ` Üperformances.Ü¿ L 4(#4(# Üíˆ Ì ˆˆ  ˆˆ 4 ˆ˜˜Example:Ü Ü$  ܈0 Ì ˆˆ0Ì(#Ì(#ˆˆ04(#(#ˆÝ ÝCÝÝ¥Letter:¥¥Makes¥3³4¥errors¥in¥form,¥makes¥2³3¥errors¥in¥word¥choice,¥uses¥ˆ @¡ ˆclearÜ ¹  Üorganization¥without¥signaling,¥makes¥2³3¥mechanical¥errors.¥——ܬŸ 4(#4(# Üíˆ0 Ì ˆÜ Ì(#Ì(# Üíˆ Ì ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ Ò ˆˆ Ë ˆˆ  ˆ