Measuring Up

Student Work

Explanation of levels of work:

Student work is measured on four levels (4, 3, 2, and 1), with the lowest level being indicative of a student's inability to complete the work without assistance. Student work is further separated into distinguished, proficient and developing categories. Distinguished students score 10-12 total points on the rubric, proficient students score 6-9 total points on the rubric, and developing students score 3-5 total points on the rubric. Because the rubric criteria allow for substantial teacher assistance, each student is expected to complete at least some of the assessment tasks, thus ensuring that each student can meet the criteria for Level 1 in each of the rubric categories.

Twenty first grade students participated in this learning experience. Although the summative assessment was an independent task, students were able to seek assistance from the teacher or teacher aide. Of the twenty students who completed the assessment, seven scored in the distinguished range, eleven scored in the proficient range, and two scored in the developing range. Of the two students who scored in the developing range, one student is an English language learner (ELL or ESL), which may have played a role in her ability to follow the directions for completing the task. The two students received remedial help from the classroom aide and subsequently were able to complete the task with assistance.

Student progress was evaluated by comparing the checklist from the formative assessment with the results of the summative assessment. Progress was evaluated on the areas of appropriate unit choice, accuracy of measurement, and ability to follow directions. (Compare Appendix 1)

After the learning experience (LE), all but the two “developing” students were able to choose appropriate units of measure. These were the same two students who had continued difficulties following directions. As previously stated one student is an English language learner. The other student was in the process of being evaluated at the end of the school year for auditory processing difficulties. Four students (including the two developing students) had some difficulty with accuracy. These students were given one-on–one instruction and were able to increase their accuracy with practice.