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Relaxing with rubrics. An attempt to stop worrying and start enjoying rubrics as an assessment tool. Assessment revolves around the Learning Outcomes. This means that we need to be aware of: What the LOs are What assessment standards each has
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Relaxing with rubrics An attempt to stop worrying and start enjoying rubrics as an assessment tool
Assessment revolves around the Learning Outcomes This means that we need to be aware of: • What the LOs are • What assessment standards each has • How the AS for each grade develops as the grades progress
Modifying the basic rubric • Delete criteria that are not relevant to this task e.g. LO3 AS1 if there is no statistical information • Add any extra criteria such as participation in a group that the activity may require • Be aware of what you have in mind as the outcome for this activity – why did you set it?
An example taken from a Grade 10 textbook I have chosen a classic activity of a research essay
Research and write an essay on why the freeing of the slaves did little to help African-Americans to improve their situation in the first years after emancipation Outcomes: • LO1 all four Assessment standards • LO2 AS 1 & 2 • LO 3 AS 2, 3, 4
If you need to record a mark for the activity then simply follow these guidelines • Prepare a blank of your rubric grid on which you can write. • Tick on this blank where you would assess the learner for each criterion • Total the ticks for each learner giving them a mark equal to the level achieved.
Levels and marks correlation for this example using its 9 criteria
Adjustments? • Few learners are likely to get all on Elementary achievement level – if they do, one must question whether they deserve that. • Levels 3 to 5 are almost totally in the correct bands and so reflect the level of achievement quite accurately • To achieve a rating of Meritorious on all assessment standards is an outstanding achievement so one must adjust that accordingly.
Understanding of the concepts of slavery, emancipation, African-American. Understanding of the social position of slaves and racism. Awareness that racism went beyond slavery. Awareness of poor economic state of former slave owners. Recognition that emancipation came during the Civil War. Understanding of the political power plays between the victors and vanquished in the war. What concepts does the learner need to master from the research in order to complete this activity? [LO2]
In terms of LO1 what must the learner do? Formulate questions on: • The position of the African-American slaves both before being freed and in the years immediately after that. • How and why were they freed? • What information is available and where can I find it? • How useful is the information in answering my questions?
In terms of LO3 the learner must: • Plan an argument based on the evidence • Explain why the position of the African-Americans was hardly improved by emancipation of the slaves. • Communicate in writing the argument prepared. • Support the argument by reference to the sources
