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The next step in the process is to turn the discussions of the data into evaluative judgments about how effective the school has been in achieving progress for its students achieving below curriculum expectations in literacy. To do this, we use a tool called a rubric.
Rubrics have been used for years in student assessment to clarify expectations and standards, and to increase the validity and reliability (consistency) of grading essays and assignments. In evaluation, we can also use these tools to help define "how good is good‟ when it comes to student progress (or literacy programming, or school literacy learning culture, etc) and to judge the mix of evidence we have before us.
Using the first rubric
This step should be used after the initial reflective discussion and gathering and analysis of evidence. This includes plotting student progress relative to NZC and the National Standards using a Progress Grid for each year level (see p. 7).
Our task now is, as a group of literacy leaders (and involving other staff as appropriate), to take the analysed evidence of student progress in literacy and answer the question of “how good” those results are. We do this using an evaluative rubric, which describes what the evidence will look like if our efforts are highly effective versus minimally effective (etc) for students achieving below curriculum expectations in literacy (see p. 21).
Where to start with the rubricThe development schools have experimented with two alternative "quick start‟ approaches to using the rubrics, once they were familiar with the content. Each approach was found to be useful for understanding their data and determining next steps.
Option #1: Start at "the bar‟
Option #2: Trawl for the "centre of gravity‟
Inquiry into the accelerated progress question (Rubric 9) is likely to naturally lead each school toward a selection of the other inquiry questions/rubrics as areas to drill down into and understand better.
Some discussion questions literacy leaders might also use to guide the avenue of inquiry include:
The Frequently Asked Questions document below answers the following questions:
Self-review tool for schools – FAQs March 9 2011 (PDF 682KB)
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