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Should a summative assessment contain questions that hit all four complexity levels? I feel that the IB criterion requirement for Design all require students to operate at a Level 4.

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Do all assessment have to follow this evaluative criteria exactly?  For example, do questions have to be organized from easiest to hardest?  Do the point values have to to indicated?  Do standards have to be listed?  Every teacher has their own style of organization.  Should we have a common assessment template?

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Do all assessment have to follow this evaluative criteria exactly?  For example, do questions have to be organized from easiest to hardest?  Do the point values have to to indicated?  Do standards have to be listed?  Every teacher has their own style of organization.  Should we have a common assessment template?

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I think this protocol works well with small groups - group of 4 was perfect today because everyone has a voice.

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I think this protocol works well with small groups - group of 4 was perfect today because everyone has a voice.

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We wondered if this would apply as effectively in other content areas?

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Works well with small groups, but would be a challenge with anything larger than 4 or 5.

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Deltas:

Plusses: Process could and should raise some wonderful conversations around what we're asking of our students.

Questions: Do we need to assess level 1? Does a summative need to have all 4 levels?

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Having the three rubrics to go through walks through different aspects of the assessment to think through and come back to the assessment for possible revision. I wonder whether rubric 1 might need more time spent on it in the beginning.

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I like a lot of this and think that it is doable. I think rubric 2 seems like it will be the most challenging. 

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I like a lot of this and think that it is doable. I think rubric 2 seems like it will be the most challenging. 

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Protocol is great. I'm a huge fan of protocls and the task complexity rubrics.

Questions:
Are teachers familiar with the complexity ratings and able to clearly articulate what the task is asking? Will teachers feel comfortable pushing back on their peers if they disagree with a rating?

In the past, I've worked with rubrics specific to each content area. It would be nice to see the language for each subject area.

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I think this is a meaningful experience for teachers to engage in with summative assessments. I appreciate the modeling of this protocol and the teachers feedback. I hope this becomes a regular protocol in our assessment practices. In addition, teachers grading summative assessments together to standardize their expectations.

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Good process.  Hits upon the most important aspects of assessment.  Always better to find the way to make it simple, quick but still meaningful

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Good process.  Hits upon the most important aspects of assessment.  Always better to find the way to make it simple, quick but still meaningful

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This was my 2nd time using this protocol (we used it in the math department last year), and I think the whole process, all the rubrics together, are solid.  The goals are clear, and I think this protocol gets easier to navigate as you do it more.  

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This was my 2nd time using this protocol (we used it in the math department last year), and I think the whole process, all the rubrics together, are solid.  The goals are clear, and I think this protocol gets easier to navigate as you do it more.  

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Who/how will rubric 2 be made for LA?
Asking to get the Pre/Post Assessments and explaining to the other grade levels would have made more sense/been easier for me if we'd actually done the protocol first.
Where do the IB rubrics come into play here?