Process Assessment

As requested by Larry, I am posting a sample copy of a rubric generated with students based on the initial group agreements from my last post.  The group agreements set the stage for appropriate protocols and procedures in the classroom based on behaviors students determine would be observable if they are to be successful learners.  The rubric uses those behaviors as criteria for performance particularly when students are engaged in a collaborative situation.  I want to stress there is always flexibility in the sub-category bullets, especially considering you want students to help generate the rubric with your guidance.  For example, under thinking, I might be targeting a specific higher order task; therefore, we might add “Makes relevant inferences” to further define the criteria.  Again, in the thinking column, perhaps I’m intentionally focusing on questioning; we might add bullets such as: “Asks relevant questions” or “Asks questions for clarification.”

When I circulate, monitor groups and listen to their conversations I am afforded a unique opportunity to gather evidence of student engagement, collaboration and most importantly, student thinking!  Note, there is a place on the form to make comments and provide some immediate, simple feedback to students.  Sometimes I’ll also give tally marks in the space under the three major categories as feedback to let groups know they are on-track.  I’ve even drawn a simple symbol to communicate my feedback.  (Believe me, with my artist skills, the symbols have to be simple!)  For instance, I might tally in the thinking column and add a question mark (?) to signal the tally was for effective questioning, or I might draw an ear with the listening bullet.  The point is to offer feedback.  When I have collected forms at the close of the learning event, I have a chance to later record more detailed feedback, if I choose to do so.  Sometimes I do.  Other times, I do not.  It all depends on the day’s learning and the need for further feedback.  I do not worry that all groups are monitored and given feedback for the equal amounts of time every day.  By the end of the week, or the end of a learning event I have given equal time to everyone.  Trust me it works out!

I call this my process assessment rubric. Though I value this as a wonderful formative assessment tool, I must say, the process has served as an amazing motivational tool, as well.  It has been my experience that students crave credible feedback.  I’m not talking about “good,” "good job,” or statements of the like.  They are so over stated and so undefined that they are meaningless.  I’m talking about telling students exactly what it is in their learning process that is contributing to success.

Process Assessment
Learning task "Struggle for Freedom & Justice" Learning Event	On-task * Engagement * Responsibility * Perseverance * Stays with group	Cooperation * Team work * Shares ideas *Listens to each   other * Everyone puts ideas on the table	Thinking * Problem solving * Asks questions * Revises work
Group names Susie Smart Jimmy Fun Sam Iam Mary Fair