Christine Weber. Ph.D. University of North Florida cweber@unf

1. Designing Rubrics that Assess Student Work Christine Weber. Ph.D. University of North Florida cweber@unf.edu

2. Session Outline • Identify the components of a rubric. • Practice developing a rubric.

3. As the Assessor – Consider 3 Basic Questions • What kind of evidence do we need to support the attainment of goals? • Tasks that reveal understanding, such as comparing and contrasting or summarizing key concepts • Tasks that apply learning in meaningful and relevant ways • What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved? • Criteria, rubrics, and exemplars are needed • Requires rigorous work that mirrors the work of experts • Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding? • Validity and reliability concerns

4. Collecting a Range of Evidence • Determine a range of assessment evidence for advanced and gifted learners related to the • Enduring understanding • Topics important to know and do • Worth being familiar with • Which assessment methods best fit the 3 categories? Worth being familiar with Important to know and do Enduring Understanding

5. Designing a Rubric that Supports a Performance Task • Complex challenges that mirror the issues and problems faced by adults • Real or simulated settings, authentic • Requires students to address audience in non-exam conditions • Divergent – no single best answer • Subjective judgment based scoring using criteria or rubric • Greater opportunity to personalize task • Students given criteria in advance • Uses the language in the standards to help identify traits to be assessed • Assesses complex thinking

6. A rubric is a set of rules that … Shows levels of quality Communicates standards Tells students expectations for assessment task Is NOT a checklist (yes or no answers)

7. Determine Levels of Achievement • What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved? • Traits or Dimensions (avoid products in this column) sometimes referred to as criteria, encompass the knowledge, skills, and understanding to be assessed. • Indicators are descriptive terms for differentiating among degrees of understanding, proficiency, or quality • Rating Scale discriminates among the various levels of performance.

8. Basic Rubric Template: Scale Dimension/Trait Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator

9. Rubric Types • Holistic – provide an overall impression of the elements of quality and performance levels in a student’s work • Analytic – divides a student’s performance into two or more distinct dimensions (criteria) and judges each separately • Generic – general criteria in given performance area • Task-Specific – designed for use with particular assessment activity

10. Template for Holistic Rubrics:

11. Template for Analytic Rubrics:

12. Audience Enthusiasm Rubric: Bright, lit up Eyes not blinking Focused on teacher Wheels in high gear Quick, alert motions Non-stop on task talking Bright, lit up Eyes sometimes focused on teacher Wheels in relaxed motion Casual motions Talks when needed or told Eyes glazed over and bloodshot Wheels are rusty and slow Sluggish – an occasional itch Occasional grunts Eyes closed; Drooping Wheels aren’t invented Coma Drooling No sound

13. Activity--Cooperative Learning

14. Things to remember when designing a rubric • Indicators are written in clear and specific terms and align with language from the standards. • The wording for the lower level describes what is evident in terms of the poor quality of the work; not what is missing. • The layout is user friendly and developmentally appropriate. • May use a table or a grid with bulleted indicators. • No blank spaces for indicators are left on the scale.

17. Your task is to create and implement an “eco-friendly” landfill.

21. Task Title: The Disease Diary and the Contagious Campaign Approximate Time Frame: 3 Weeks Grade Level: Fourth Grade- Health What desired understandings/ content standards will be assessed through this task? HE.4.C.1.6: Identify the human body parts and organs that work together to form healthy body systems.

23. Some resources to consider • Chapman, C & King, R. (2005). Differentiated assessment strategies. Thousand Oaks, CA: Corwin Press. • Curry, J., & Samara, J. (1991). Product guide kit. The curriculum project. Austin, TX: Curriculum Project. • Karnes, F. A. & Stephens, K. R. (2009). The ultimate guide for student product development and evaluation (2nd ed.). Waco, TX: Prufrock Press. • Reis, S. M., & Renzulli, J. S. (2004). The assessment of creative products in 5 programs for gifted and talented students. In C. M. Callahan (Ed.), Program evaluation in gifted education (pp. 47-60). Thousand Oaks, CA: Corwin Press. • Roberts, J. L. & Inman, T. F. (2009). Differentiating instruction: Practical strategies that work (2nd ed.). Waco, TX: Prufrock Press. • Roberts, J. L., & Inman, T. F. (2009). Assessing differentiated student products: A protocol for development and evaluation. Waco, TX: Prufrock Press. • RubiStar is a free online tool to help teachers create quality rubrics.http://rubistar.4teachers.org/cTeach-nology • Rubric Generator - create online rubricshttp://www.teach-nology.com/web_tools/rubrics/ • Wiggins, G. & McTighe, J. (2005).Understanding by design (2nd ed.). Alexandria, VA: ASCD.