Authentic assessment
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Authentic Assessment. Using Rubrics to Evaluate Project-Based Learning. Curriculum content created and presented by Dr. Alexandra Leavell Associate Professor of Teacher Education University of North Texas. Module Objectives. List and explain the characteristics of a rubric.

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Authentic assessment

Authentic Assessment

Using Rubrics

to Evaluate

Project-Based Learning

Curriculum content created and presented by Dr. Alexandra Leavell

Associate Professor of Teacher Education

University of North Texas


Module objectives

Module Objectives

  • List and explain the characteristics of a rubric.

  • Enumerate the benefits of rubrics to teachers and students.

  • Describe the criteria of an effective rubric.


Essential questions

Essential Questions

  • How will the use of PBL and authentic assessments help me meet the needs of learners with different abilities?

  • How will using rubrics help me meet curricular goals?

  • How do rubrics help my students become better learners?

  • How will rubrics improve my teaching?


The cookie dilemma

The Cookie Dilemma

Which chocolate chip cookie would you want to eat?


The cookie dilemma1

The Cookie Dilemma

  • Cookie elements or dimensions:

    • Overall Taste

    • Texture

    • Color

    • Number of chocolate chips

    • Richness


The cookie dilemma2

The Cookie Dilemma

  • Range of “performance” for a chocolate chip cookie:

    • Delicious (7-8)

    • Tasty (5-6)

    • Edible (3-4)

    • Yuck! (1-2)


Cookie rubric

Cookie Rubric


Cookie rubric1

Cookie Rubric

  • View a web page or download a printable version of the completed cookie rubric which appears on the next slide from the Resources page.


Cookie rubric2

Cookie Rubric


Characteristics of a rubric

Characteristicsof a Rubric

A scoring guide which:

  • Directly examines learner performance on “worthy intellectual tasks” (Wiggins)

Grant Wiggins and Jay McTighe. (1998) Understanding by Design.


Characteristics of a rubric1

Characteristicsof a Rubric

A scoring guide which:

  • Describes different performance criteria

  • Defines precise requirements


Characteristics of a rubric2

Characteristicsof a Rubric

  • Type of authentic assessment

  • Allows for varying levels of expertise

  • Gives a range or continuum of performance levels


Characteristics of a rubric3

Characteristicsof a Rubric

  • Scaffolds learner improvement

    • Benchmark descriptions define task competencies or criteria

    • Helps teachers identify areas each student needs to improve

    • Allows students to understand how to improve projects and get a better grade


Characteristics of a rubric4

Characteristicsof a Rubric

  • Both a formative and a summative assessment

    • Formative assessment because it defines criteria for student performance in advance

    • Summative assessment because it will be the basis for determining a grade for the project


Why use rubrics

Why Use Rubrics?

  • Rubrics can be an integral part of the teaching and learning process

    • Give students a basis for self-assessment

    • Promote independent learning

    • Eliminate vague assessment criteria and overly subjective performance behavior


Teachers use rubrics to

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D?

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Teachers Use Rubrics to…

  • Answer the question “Why did you give me a D?”

  • Define expectations for learners and for themselves by clearly showing students how their work will be evaluated

  • Link assignments clearly to curricular goals


Teachers use rubrics to1

Teachers Use Rubrics to…

  • Inform instruction as criteria are defined

  • Provide an effective means to evaluate skills and processes, especially those (like PBL) which don’t lend themselves to a simple objective assessment approach


Teachers use rubrics to2

Teachers Use Rubrics to…

  • Communicate specific information to parents and other stakeholders about student performance and learning objectives

  • Provide helpful feedback regarding the effectiveness of instruction

  • Provide benchmarks for evaluating student progress


Students use rubrics to

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D?

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Students UseRubrics to…

  • Answer the question “Why did I get a D?”

  • Take more responsibility for their learning

  • Increase independence

  • Lower anxiety about assignments and projects


Students use rubrics to1

Students UseRubrics to…

  • Get involved in the teaching/learning process through self and peer evaluation

  • Heighten awareness regarding concepts and learning processes (by constructing their own rubrics)


When should i use a rubric

When Should I Use a Rubric?

  • “Real life learning”

  • To address complex and subjective criteria

  • For non-objective types of assignments


When should i use a rubric1

When Should I Use a Rubric?

  • When the nature of the learning is not cut and dried, i.e. there is no “right” answer and no “wrong” answer

  • Technical projects

  • Project-based learning


Holistic rubrics

Holistic Rubrics

  • Evaluate students’ work as a whole

  • See Resources for an example of a holistic rubric.


Analytic rubrics

Analytic Rubrics

  • Assesses components of the project in progress and when finished.

  • One example would be the chocolate chip cookie rubric.

  • See another example in Resources.


Review

Review

This module covers:

  • Characteristics of rubrics

  • How rubrics can guide learners

  • How rubrics help teachers adjust instruction

  • Types of tasks that are appropriate for the use of rubrics


Preparation

Preparation

Before watching the next ADAM,read more about authentic assessments and rubrics from the Resources web page.

In the next module, creating rubrics will be discussed.


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