david w. dillard avctc. objectives overview of the need for student assessments define student...

David W. Dillard AVCTC

Objectives

• Overview of the need for student assessments

• Define Student Assessments & parts of a rubric

• Samples of rubrics

• Develop a rubric for a lesson or project

• Websites to build rubrics

Definition

A rubric is a scoring A rubric is a scoring tool that lists the tool that lists the criteria for a piece criteria for a piece of work, or “what of work, or “what counts.”counts.”

Heidi Goodrich Andrade, Understanding Rubrics, Educational Leadership, 54(4), 1997.

MSIP 3rd Cycle Curriculum

• Curriculum must contain: “instructional strategies (activities) and specific assessments (including performance-based assessments) for a majority of the learner objectives”

• Formative Assessments: serve the3 role of providing feedback to teachers to help modify and improve teaching and learning

• Summative Assessments: serve the role of measuring the degree the completion of a set of learning activities

Key Points I

• It should not be a mystery to your students, include the scoring guide with the assignment

• They hold the student accountable, they know what the teacher expects, no surprises

• You can have the students assist in the development of the scoring guide, often they will make it harder than the teacher would

• Student collaboration/student scoring or even self scoring of projects is encouraged

Key Points II

• Provide students with examples of quality and non-quality work

• A good scoring guide can be applied to a variety of tasks

• Allow teacher and student to understand what is going on

• They are always a work in progress

• Once developed, they should lighten the grading process!!

Parts of a rubric

Top matter/Bottom matter• Name, class, teacher, assignment

Criteria• What are the specific areas that are going

to be graded

Quality• How well is each criteria developed

• A numeric score

• A verbal reasoning for the scoring

Criteria

• The criteria is a list of the major components of what counts in a quality project or piece of work.

• This could be:

– The objectives you want to cover

– The steps in a process

– The measures of what is “good” work

• The list depends on what you expect

Criteria Continued

• Organize and clarify

• Consistency

• Define excellence and show students how to achieve it.

• Help teachers or other raters be accurate, unbiased and consistent in scoring.

• Allow teachers to evaluate student work.

• Technical jargon can be in the scoring guide, but it needs to be explained somewhere

Criteria Continued• The development of the criteria or

objectives takes time• A good list can be used for several

different projects• Many of the items are common to any task

– Follows directions– Turned in on time– Neatness– Worked collaboratively

• A good way to add objectives is to look at other rubrics (the web)

Quality

• The scale can be points

0 to 3, 0 to 5, 1 to 3 or some other system

• The scale can be pass fail (meets or does not meet requirements)

• The scale can be checks or statements that lead to the development of “better” work

• The scale is used to rate the work or allow for improvement

• A good guide can be scored the same by different scores

Quality II• Each point on the scale needs to be well

defined

• Long scales make it hard for reliability of scoring

• Boxes should not be multi-point ranged (too subjective)

• Standards of excellence for specified performance levels accompanied by models or examples of each level

• A good way to find quality-quality statements is to look at other rubrics (the web)

Sample Quality 1

• Research & Gather Information

1. Does not collect any information that relates to the topic.

2. Collects very little information--some relates to the topic.

3. Collects some basic information--most relates to the topic.

4. Collects a great deal of information--all relates to the topic

Sample Quality 2

Share Equally

1. Always relys on others to do the work.

2. Rarely does the assigned work--often needs reminding.

3. Usually does the assigned work--rarely needs reminding.

4. Always does the assigned work without having to be reminded.

Sample Quality 3

• Research

1. Research was sometimes accurate but not relevant

2. Research was sometimes accurate and relevant.

3. Research was mostly accurate, and  relevant.

4. Research was accurate, and relevant.

Developing a RUBRIC

http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html

http://www.rainbowtech.org/CyberLib/assess.htm

http://school.discovery.com/schrockguide/assess.html

http://www.teach-nology.com/web_tools/rubrics/

http://rubistar.4teachers.org/index.php

http://www.techtrekers.com/rubrics.html

http://landmark-project.com/classweb/tools/rubric_builder.php