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2. Graduation Portfolio Modules
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Modules
Module 1 What is GPS?
Module 2 What are Performance Outcomes?
Module 3 How are Performance Outcomes Connected
to Our Standards?
Module 4 What kind of Instruction Supports our Work?
Module 5 How do I Design Performance Tasks?
Module 6 How do we Design Units that Support this
Work?
Module 7 What makes a High Quality Unit?
Module 8 How do we give Meaningful Feedback
to Students?
Module 9 How do we connect this GPS work to our
work across the network?
Module 10 How do Students Manage the Process?

3. Feedback
Module 8
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4. Objectives
Participants will be able to answer:
• How do we give meaningful feedback for
students?
• What are the uses of rubrics?
• What are the components of a good rubric?
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5. Review Types of Student Feedback
1. Task Design Checklist
2. Annotated Task
3. Tuning Protocol
4. Checklists?
5. Rubrics?
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6. Protocols for Feedback
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7. Feedback: Key Research Findings
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When feedback is corrective in nature—that is, it explains
where and why students have made errors--significant
increases in student learning occur (Lysakowski & Walberg,
1981, 1982; Walberg, 1999; Tennenbaum & Goldring, 1989).
Feedback has been shown to be one of the most significant
activities a teacher can engage in to improve student
achievement (Hattie, 1992).
Asking students to continue working on a task until it is
completed and accurate (until the standard is met) enhances
student achievement (Marzano, Pickering, & Pollock, 2001).

8. Feedback: Key Research Findings
Effective feedback is timely. Delay in providing students
feedback diminishes its value for learning (Banger-Drowns,
Kulik, Kulik, & Morgan, 1991).
Effective learning results from students providing their own
feedback, monitoring their work against established criteria
(Trammel, Schloss, & Alper, 1994; Wiggins, 1993).
Rubrics provide students with helpful criteria for success,
making desired learning outcomes clearer to them.
Criterion-referenced feedback provides the right kind of
guidance for improving student understanding (Crooks,
1988; Wilburn & Felps, 1983). 8

9. What Is a Rubric?
A scoring tool that specifies the level of
expected outcomes for a specific content or
performance area. The eight GPS rubrics
indicate the specific expectations required
to meet emerging, developing, proficient,
and advanced competencies on specific
skills. Students must score proficient or
advanced to be certified.

10. Studying the GPS Rubrics to
provide meaningful feedback
Copyright Asia Society 2010; modified from Stanford SRN, 2009

11. :Goals Support Credibility
& Defensibility Of GPS
Participants will:
• understand the importance of scoring fairly and reliably
• become familiar more familiar with the POs
• become familiar with the scoring rubrics and study charts
• identify potential sources of bias in scoring
• understand key features of the rubric, how to gather
evidence, and how to match evidence to rubric levels.
• understand the distinctions between levels of the rubrics
• be trained to reliably score student work and teach students
how to score their own work
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

12. Handouts
Copyright Asia Society 2010; modified from
Stanford SRN, 2009
Content Areas
1.Performance Outcomes
2.Performance Outcome Rubrics
3.Rubric Scoring Forms
4.Student Work Samples:

13. Arts Performance Outcomes
Investigate The World Through Artistic
Expression:
 Utilize artistic expression to generate and explain the
personal significance of locally, regionally, or globally
focused issues or driving questions
 Identify, collect, and analyze evidence required to
respond to significant questions using varied art forms,
artifacts, media, and modes of expression.
 Weigh, integrate, and synthesize evidence collected to
create artistic expressions and discern effectiveness
through critical response to the expressions.
 Engage in critical artistic discourse based on
compelling evidence that considers multiple
perspectives and draws defensible conclusions.
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

14. Arts Scoring Form of Rubric
Copyright Asia Society 2010; modified from
Stanford SRN, 2009
Scoring Dimension “Emerging” “Developing” “Proficient/College Ready” “Advanced”
Investigate The World
Through Artistic
Expression: Students
investigate the world
beyond their
immediate
environment through
the creation of
personal and
collaborative artistic
expressions (e.g.
dance, music, theater,
visual arts).
How effectively does a
student work in and
through the arts to
investigate the world?
• The student
generates an
artistic expression
but does not
connect to
personal
significance.
• The student
identifies only one
work of visual or
performing arts to
determine its
relevance to
globally significant
themes.
• The student
gathers evidence
to create artistic
expressions.
• Evidence
considers only one
perspective.
• The student utilizes
artistic expression in
limited ways to
generate the personal
significance of locally,
regionally, or globally
focused issues or
driving questions.
• The student identifies
a variety of works of
visual or performing
arts to determine their
relevance to globally
significant themes.
• The student analyzes
and weighs evidence
to create artistic
expressions.
• The student engages
in limited critical
artistic discourse
based on limited
evidence that
considers multiple
perspectives.
• The student utilizes artistic
expression to generate
and explain the personal
significance of locally,
regionally, or globally
focused issues or driving
questions.
• The student identifies,
observes, and interprets a
variety of works of visual or
performing arts to
determine their relevance
to globally significant
themes.
• The student analyzes,
weighs, integrates, and
synthesizes evidence to
create artistic expressions
and discern effectiveness
and critically responds to
the expressions.
• The student engages in
critical artistic discourse
based on evidence that
considers multiple
perspectives and draws
defensible conclusions.
• The student utilizes artistic
expression to generate and
explain the personal
significance of locally,
regionally, or globally
focused issues or driving
questions and makes a
compelling argument for
his/her position.
• The student identifies,
observes, and interprets a
variety of works of visual or
performing arts to determine
their relevance to globally
significant themes and
creates a personal artistic
response.
• The student curates an
exhibit of visual or
performing arts works, with
narration that responds
critically to the evidence
synthesized.
• The student supports his/her
discourse with well-selected
pieces of visual or
performing arts, created
personally or by others.

15. Scoring Process
• While reading, take notes on evidence
related to the big ideas from the rubrics for
that task
• After reading the work sample, review
your notes. On each rubric page,
summarize key features of evidence and
patterns from the notes
• Assign the relevant score for the rubric
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

16. Note-taking
• Notes reflect big ideas in the scoring
rubric.
• Notes reflect objective evidence, and not a
judgment.
• Notes capture the complexity and quality
of the performance documented in the
materials submitted.
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

17. Specificity of Notes
• Too General: “Very reflective”
• Too Specific: “In the conclusion paragraph of
the essay, the student explains what her initial
ideas were about the issue and how her ideas
have evolved in light of other evidence on the
issue.”
• About right: “Conclusion p.11 – reflects on
changes in personal views”
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

18. Discussing the Work
• These are secondary students, not college
students; look for what they can do, not what they
cannot yet do
• Respectful discussion of the students and our
teacher colleagues, as we peer in at these
performances
• That said, we can learn from scoring student work,
so let’s be (respectfully) sharp and critical so we
all can make the system excel in what it captures,
differentiates
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

19. Bias
• Biases affect our ability to score fairly and objectively -
affects score reliability
• Appropriate biases
– Consistent with scoring criteria
• Inappropriate biases
– Qualities of writing unrelated to scoring criteria
– Halo effect
– “Packaging” of work that obscures quality of content
– Emotional reactions
– Differences in viewpoint or positions
– Knowledge of student / teacher
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

20. Surfacing our biases
• Being aware of biases helps us to
minimize their undue influence
• Spend time listing the personal biases that
you think may affect your ability to score
objectively
Copyright Asia Society 2010; modified from
Stanford SRN, 2009

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22. Reflection
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23. Classroom Follow-up
• How will we communicate these ideas to the
student?
– Advisory?
– Content area courses?
– Schoolwide?
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