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Rubrics

Rubrics. Our Friends in Connecting Learning and Assessment….Really!. Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon. Gronlund, N.E. (2003). Assessment of student achievement 7th ed . Boston: Allyn & Bacon.

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Rubrics

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  1. Rubrics Our Friends in Connecting Learning and Assessment….Really!

  2. Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon. • Gronlund, N.E. (2003). Assessment of student achievement 7th ed. Boston: Allyn & Bacon. • Oosterhoff, A. (2003). Developing and using classroom assessments 3rd ed. Upper Saddle River, NJ; Merrill Prentice Hall. • . • Stiggins, R.J., Arter, J.A., Chappuis, J.& Chappuis, S. (2004). Classroom assessment for student learning. Portland, OR; Assessment Training Institute. • Wiggens, G. & McTighe. (2001). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall

  3. Rule #1: Don’t make rubrics for no reason. Use only for complex, rich measurement Use only if students will use rubrics as tools to develop their abilities – to self-assess and get better Use only to define quality

  4. Compare and Contrast or the rest is futile • Directions • Checklist • Rating Scale • Rubric

  5. Rubrics and Scoring Criteria can be… • Holistic • Trait-analytic • Weighted • Critical Domain

  6. Standards-based Assignment-based Generic Genre-specific Longitudinal Subject specific Rubrics can be designed to be..

  7. Rubric Geography

  8. Rubric Language…. • Levels • Absolute standard • Anchors • Empirical Descriptors • Comparative Descriptors • Parallel construction • Exemplars

  9. Dr. Wiggins says….. • Good Rubrics…. • Discriminate among performances validly • Do not combine criteria in domains • Provide useful description • Are valid • Are reliable • Rely on descriptive language

  10. Dr. Wiggins also says…. • Good rubrics • Do not mandate • Process • Format • Methods or approach • Good rubrics do not rely on orthodoxy or taste, and they are not built based on mediocrity, and they do not reward “good faith/effort.”

  11. What’s the difference? • Between trait-analytic and holistic? • Use holistic for the work as a whole • Use trait analytic when each component can be separately addressed • Between weighted and critical domain? • Use weighted when each domain is of different importance • Use critical domain if each is essential

  12. Good Rubrics • Clear to user • Distinct differences between criteria • Fair and Accurate • Do not define what should not be done • Never use negative terms…not quite, not always, only part of the time…

  13. Bad Rubrics • Count • Use irrelevant criteria • Dictate format • Use good, better, best… • Aim to enable good grades regardless of quality

  14. Building Rubrics • Decide what is important • Decide what standard-level looks like • Decide what acceptable looks like

  15. The Rest is up to you…… • The Rest is up to you……

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