1 / 19

Rubrics

Creating. Rubrics. for your classroom. Rubric Options. Adopt Adapt Create. Step 1 – Standard. Choose a content standard to anchor the rubric Decide on the task. Step 2 – Dimensions. Brainstorm some possible dimensions for evaluation. Step 2 – Dimensions. Variety of equipment

robert-price
Download Presentation

Rubrics

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. Creating Rubrics for your classroom

  2. Rubric Options • Adopt • Adapt • Create

  3. Step 1 – Standard • Choose a content standard to anchor the rubric • Decide on the task

  4. Step 2 – Dimensions • Brainstorm some possible dimensions for evaluation

  5. Step 2 – Dimensions Variety of equipment Soft surfaces beneath equipment Colorful equipment Sturdy equipment Picnic area How attractive Slides Climbing equipment How the grass looks How much garbage there is Enough garbage cans Enough swings Cleanliness Whether it’s fun Kinds of equipment Safety Places for parents to sit Aesthetically pleasing Well maintained Whether there’s graffiti Both baby swings and regular swings Big kids’ equipment separate from little kids’ Whether equipment looks fits the site Equipment allows kids to use imagination Equipment for older and younger children

  6. Step 2 – Dimensions • Brainstorm some possible dimensions for evaluation • Look at some actual examples of student work to see if you have omitted any important dimensions

  7. Step 2 – Dimensions • Brainstorm some possible dimensions for evaluation • Look at some actual examples of student work to see if you have omitted any important dimensions • Refine and consolidate your list of dimensions into categories

  8. Step 2 – Dimensions • Safety and comfort • Appearance • Amount and variety of equipment good visibility so that parents can see their children at all times soft surfaces beneath equipment sturdy equipment big kids' equipment separate from little kids' picnic area some shady areas safety drinking fountain places for parents to sit enough garbage cans aesthetically pleasing how the grass looks whether equipment looks good how much garbage there is how attractive whether there's graffiti well maintained cleanliness climbing equipment both baby swings and regular swings equipment allows kids to use imagination enough swings kinds of equipment equipment for disabled children equipment for older and younger children colorful equipment variety of equipment slides

  9. Step 2 – Dimensions • Brainstorm some possible dimensions for evaluation • Look at some actual examples of student work to see if you have omitted any important dimensions • Refine and consolidate your list of dimensions into categories • Write a definition of each of the categories

  10. Step 2 – Dimensions Appearance -whether the playground is clean & attractive Safety & Comfort -whether the equipment and surroundings are safe and comfortable for children and parents. Equipment -whether there is sufficient equipment, the equipment is appropriate for different ages and whether there is equipment that can be used by disable children

  11. Step 2 – Dimensions Categories

  12. Step 3 – Proficiency Develop a proficiency scale for describing the range of products/performances on each of the dimensions (a)   Describe in words a product/performance that is outstanding. (b)   Describe in words the worst possible product/performance (c)   Describe characteristics of products/performances that fall at the intermediate points of the rating scale for each dimension

  13. Step 3 – Proficiency Scale

  14. Alternatively, instead of a set of rating scales, you may choose to develop a holistic scale or a checklist on which you will record the presence or absence of the attributes of a quality product/performance. 

  15. Mark a check next to each item that describes the playground you are rating. _____  soft surface beneath equipment _____  no splinters _____  no sharp edges _____  equipment appears to be sturdy _____  equipment in good repair _____  shade available _____  adequate seating for parents _____  parents have a clear view of children _____  separate areas for younger and older children _____  drinking fountain that works

  16. Step 4 – Test & Revise • Try it out • Collect examples at all levels • Revise

  17. Evaluating Rubrics • Does it match the outcomes being measured? • Does it match instruction? • Are the proficiency levels well defined? • Are the objectives clear so that students know what to do? • Is it reliable?

  18. Evaluating Rubrics • Can students and parents understand it? • Is it developmentally appropriate? • Is it free from bias? • Is it practical to use?

  19. Credits The Advantages of Rubrics: Part one in a five-part series.Teachervision.com. 21 June 2002 <http://www.teachervision.com/lesson-plans/lesson-4522.html#what_is_a_rubric>. Evaluating Rubrics. Chicago Public Schools. 21 June 2002 <http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Intro_Scoring/Eval_Rubrics/eval_rubrics.html> Ferguson, Donna. Rubrics. University of Northern Colorado. 21 June 2002 <http://www.coe.unco.edu/DonnaFerguson/Rubrics.ppt>. How to create a rubric from scratch. Chicago Public Schools. 21 June 2002 <http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html>.

More Related