1 / 30

Rubric Design

Rubric Design. Denise White Office of Instruction WVDE. How Do We Assess?. How Do We Assess?. Tests and quizzes that include constructed-response items?. Reflective assessments (reflective journals, think logs, peer response groups, interviews)?.

gizi
Download Presentation

Rubric Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Rubric Design Denise White Office of Instruction WVDE

  2. How Do We Assess?

  3. How Do We Assess? • Tests and quizzes that include constructed-response items? • Reflective assessments (reflective journals, think logs, peer response groups, interviews)? • Academic prompts with a FAT-P (audience, format, topic, purpose) clearly stated? • Culminating performance assessment tasks and projects?

  4. Why Rubrics? A rubric is one authentic assessment tool which is designed to simulate real life activity where students are engaged in solving real-life problems.

  5. Why Rubrics? A rubric is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.

  6. Why Rubrics? When a rubric is well-defined, learners know exactly what is expected of them and how they can achieve the top grade.

  7. What is a Rubric? A rubric is a scoring guide that enables the teacher to make reliable judgments about student work and allows students to self-assess.

  8. A Rubric … • is based on a continuum of performance quality, built upon a scale of different possible score points to be assigned • identifies the key traits or dimensions to be examined and assessed • provides key features of performance for each level of scoring (descriptors) which signify the degree to which the criteria have been met

  9. Checking for Validity • Validity requires that all of these elements be aligned: • The understandings/learning goals/power standards • Performance objectives (Know-Do) • Driving question • Performance Task(s) • Student products/performances • Assessment criteria

  10. How Do I Start? Make a list of the things you want students to accomplish as a result of your instruction. 2. Decide what type of rubric you want to use.

  11. Types of Rubrics • Criterion-based Performance Lists • Holistic Rubrics • Analytic Trait Rubrics

  12. Criterion-based Performance Lists – Page 181 • List the criteria, elements, or traits of a performance • May have point values assigned to each item on the list • Do not contain a detailed description of the performance levels • May be judged using Yes or No

  13. Academic Prompt You are a restaurant critic who has been assigned the task of evaluating your waitperson. With a partner (or as a group) design a checklist of qualities upon which you would judge a waitperson’s performance.

  14. Criterion-based Performance Checklist Yes No Promptly greets patron   Attentive to patron’s needs   Courteous   Friendly, but not overly so   Delivers the food while still hot   Gets the order right   Calculates the check correctly  

  15. Holistic Rubric – Page 182 • Provides an overall impression of a student’s work • Yields a single score for a product or performance • Is well-suited to judging simple products or performances • Does not provide a detailed analysis of the strengths and weaknesses

  16. Academic Prompt The editor of the restaurant magazine is not satisfied with the checklist and has asked for you to create a holistic rubric with which to give the waitperson a score from 3 to 1. Take the criterion-based performance checklist and use it to help you determine the levels in your holistic rubric.

  17. Holistic Rubric

  18. Analytic-Trait Rubric – Page 183 • Divides the product or performance into distinct traits and judges each separately • Is better suited to judging complex performances involving several dimensions • Provide more specific information or feedback • Helps students better understand what quality of work is expected. • Is more time-consuming to learn and apply

  19. Academic Prompt After seeing your evaluation of his wait staff in the magazine, the owner of the restaurant asks you to design an analytic-trait rubric by which he can assess his people. Use the information from your checklist and from your holistic rubric to create this assessment.

  20. Analytic-Trait Rubric

  21. Examples

  22. Collaboration Rubric 20% 20% 20% 40%

  23. 7th Grade Math Rubric – Graphic Representations

  24. This Is My Country! Criterion-Based Performance List Yes No Points  Student has chosen a name for their new  country. (5 points) Student has identified five requirements  for citizenship. (10 points total, 2 points each) Student has justified the reason for each  of the five requirements. (10 points total, 2 points each) Student has presented the requirements  to a small group of students. (5 points) Total Points /30 Final Grade _________

  25. How Do Rubrics Change Instruction? • The teacher commits to teaching quality. • The teacher commits to assisting the student self-assess. • The focus is on each product and/or performance. • The labels are removed from students. • Specificity appears in all communications. • Everyone gives and receives feedback.

  26. To Design a Rubric… • Identify exactly what you are assessing. • Identify the characteristics of what you are assessing. • Describe the best work you could expect using these characteristics. This is the top category (4). • Describe the worst acceptable work. This is the lowest acceptable (2). • Describe unacceptable work. This is the lowest category (1). • Develop descriptions of the intermediate work (3).

  27. Steps in Modifying a Canned Rubric • Find a rubric that most closely matches your performance task. • Evaluate and adjust to reflect your instruction, language, expectations, content, students • Criteria • Descriptors • Performance levels

  28. Remember … The rubric that you choose to use must assess what you set out to assess. Align your goals and your assessment for a true picture of what the student can do. Show the rubric to the students BEFORE they start to work on the product or performance.

  29. Questions?

More Related