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Designing Rubrics

Designing Rubrics. Revising Instruction and Improving Performance By Cristiana A. Baggio www.edutech.org.br. Designing Rubrics. Students as Self Assessors Teachers as Focused Coaches. What is a rubric?. A rubric is a lesson in quality. A public declaration of expectations.

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Designing Rubrics

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  1. Designing Rubrics Revising Instruction and Improving Performance By Cristiana A. Baggio www.edutech.org.br

  2. Designing Rubrics Students as Self Assessors Teachers as Focused Coaches

  3. What is a rubric? • A rubric is a lesson in quality. • A public declaration of expectations. • A communication tool. • A self-assessment tool for learners. • A gauge for examining performance. • A self-fulfilling prophecy.

  4. The parts of a rubric:

  5. Standards of Excellence • Degrees of quality. • Even number. • Language or numbers. • Weighting.

  6. Criteria • The specific areas for assessment. • Focus areas for instruction. • Clear and relevant. • Age appropriate. • Form and function represented.

  7. Indicators • Descriptors of level of performance for the criteria. • Clear, observable language. • Clear to the learner. • Examples for learners.

  8. Problems with current practice • Consistency • Accuracy • Clarity • Utility • Power • Intent

  9. The Whole is the Sum of Its Parts • P = parts • W = whole • P + P + P = W

  10. How do rubrics alter 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.

  11. Whom does a rubric assist? • It is a feedback system for students to judge a product or performance. • It is a feedback tool for teachers to provide clear, focused coaching to the learner. • It is a system that promotes consistent and meaningful feedback over time in a building and between buildings. • It is a communication tool for parents.

  12. Issues for implementation: • Special populations. • Applications for teaching “criteria”. • Developmental rubrics. • First and second draft. • Consistency across grades/departments. • Changing tasks. • Weighting for grades. • Report cards.

  13. Developing a Rubric with My Students: • Based on background of students for the particular work. • Examine professional criteria. • Focus on specific criterion.

  14. An even number of standards of excellence. Clear essential criteria. Realistic number of criteria. Explicit, observable indicators. If points… clear to students upfront. The sequence of criteria is deliberate. High interjudge reliability. Tested out with students. What makes a quality RUBRIC?

  15. What makes a good judge? • Knowledge and experience with specific skill. • Practice with rubric. • Objectivity. • Questions rubric in advance to be sure all participants understand.

  16. How do I get started? • Critique current models. • Ask students to define “quality” in relation to specific product or performance. • Translate into a modest rubric.

  17. Rubrics On Line • Rubrics for Web Lessons http://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Lessons.html • An Online Rubric Maker http://landmark-project.com/classweb/rubrics/

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