Components of a Rubric • a performance statement • a table • a list of dimensions to be evaluated • levels of gradation of quality • criterion and points for each level of quality
Purpose of Rubrics • Students can understand the expectations for performance. • Students can evaluate the quality of their own work. • Students can identify the specific of qualities of performance. i.e. it helps the student answer the question ‘why did I get a point taken off?’ • Teachers improve the consistency and objectivity (standardization) of grading If more than one person is evaluating the performance. • Teachers can reduce the time it takes to grade.
Step 1: Identify the performance statement. • The baker will be able to create a winning chocolate chip cookie by sampling different cookies and analyzing the qualities. • The baker will be able to create a desirable chocolate chip cookie by creating a recipe for baking a chocolate chip cookie.
Step 2: Identify the dimensions. • What does it mean to be “winning?” • What are the qualities of a chocolate chip cookie that make it a winner? • List the qualities (dimensions) of a chocolate chip cookie.
Eating a cookie is a multi-sensory experience. Qualities relate to . . . • Seeing • Tasting • Smelling • Hearing • Feeling - Touching
Step 3: Assign levels of gradation of quality and point values. • (4) Target (high quality) • (3) Acceptable • (2) Developing • (1) Unacceptable
Language of Levels of Graduation • Target, Acceptable, Developing, Unacceptable • All, Most, Some, None • Excellent, Good, Average, Below Average • 100%, 90%, 80%, 70% • 4 of 4, 3 of 4, 2 of 4, 1 of 4 • Entirely, Mostly, Moderately, Not at all • High, Above Average, Average, Below Average
Which cookie is most desirable? Use the rubric to score each cookie.
References • Rubric Tutorial http://itt.usf.edu/resources/Rubric_Tutorial_v2/default.htm • Kathy Shrock’s Discovery Education Assessment and Rubric Informationhttp://school.discoveryeducation.com/schrockguide/assess.html