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Quality Rubrics, Quality Results

NAEA National Convention 2010

Cris Guenter, Ed.D.Department of Education

California State University, Chico

OBJECTIVES

Introduce the concept of a rubric Identify differences in holistic and analytic

rubrics Scrutinize different examples of rubrics Discuss approaches for developing rubrics Make connections to effective instruction and

student learning through the use of rubrics andtheir resulting data

What is assessment?

Assessment is the gathering of data, bothquantitative and qualitative. The act ofassessment is the analyzing of the collected datato make instructional decisions and informedevaluations.

What is a rubric?

For most educators, arubric is a printed set ofscoring guidelines orcriteria for assessing work,such as a performance ora product, and for givingfeedback.

Holistic and Analytic Rubrics

What is the difference between analyticand holistic rubrics?

• Holistic rubrics assess student work in a general fashion and assign one overall proficiency level.

• Analytic rubrics identify and assess specific components of a finished product and assign proficiency levels for each component.

Which one is better?

Neither rubric is better than the other. Both have a place inauthentic assessment, depending on the following:

Who is being taught? Because there is less detail toanalyze in the holistic rubric, novice learners may be able tointegrate it into their schema better than the analytic rubric.

How many instructors are scoring the product orperformance? Different instructors have different ideasabout what constitutes acceptable criteria. The extra detailin the analytic rubric will help emphasize the same criteriafor an assignment being assessed by multiple instructors.

Rubric Reminders

Neither the analytic nor the holisticrubric is better than the other one.

Consider your students, theassignment, and those who willassess it, when deciding which typeto use.

For modeling, present to yourstudents anchor products orexemplars of products atvarious levels of development.

Holistic Rubric

Critical Thinking ScoringRubricCA Academic Press

Analytic Rubric

Lesson Plan Rubric forStudent Teachers

Involve yourstudents in theconstruction ofrubrics.

They will have afar better understanding ofthe art process andof the lessonexpectations.

Getting Started….

Holistic Rubrics--Ask yourself what the overallstudent assignment is and what should ALLstudents be able to produce, demonstrate,show. Then determine the levels of proficiency.

Analytic Rubrics--Ask yourself what the keycriteria or categories are within the specific taskor assignment. Then decide what YOU willaccept as the minimum level of performance ineach category.

Descriptive Words for Building a RubricThe words below are listed as prompts and grouped to help you inyour own rubric construction. You can pick or choose what worksfor your lessons and assignments.

High Level WordsStrong, Superior, Excellent, Comprehensive, Outstanding,Mastery, Exemplary, Advanced, Distinguished

Middle Level WordsSatisfactory, Appropriate, Basic, Adequate, Apprentice, Proficient,Good, Accomplished

Low Level WordsNeeds Work, Needs Improvement, In-Progress, Beginning,Novice, Unacceptable

When constructing rubrics, first ask yourself,“What will I minimally accept?”

This gives you your acceptable range. You canbuild out to good, outstanding, etc. levels. Youalso know that there will be gaps or incompletework with the unacceptable or needs work level.

Use of Pointsor Scoring

Writing Rubric forEducation Students

Tips: Keep the pointrange tight for moreobjective assessing.

You can “weight” a particular expectationlevel by doubling thepoints in that row.

Watch out forvague or uncleardescriptors inyour rubric.

They are not fairto your studentsand they makethe assessmentbecome moresubjective than itshould.

What is the difference between average andsome? How is a student supposed to know?

What is the difference between very consistent andreasonably consistent? How is a student supposedto know?

Be clear in yourexpectations.

It will yield positiveresults from thestudents.

A Rubric Checklist

Understand that a rubric can be changed or updated as needed, but that this should usually occur after an assessment has been completed and before it is used again.

• A rubric is meant to guide assessment. It does not replace it.• A rubric is created for use with a specific assignment or a

complete portfolio.• A rubric is aligned with the tasks of the assignment or portfolio.• A rubric is shared with students at the beginning of the

assignment or development of the portfolio.• A rubric is updated or refined through use or over time.

Rubric Uses

• Self-reflection• Peer reviews• Group reviews• Teacher feedback

Using rubrics is an ongoingprocess. They are adjustedto respond to studentneeds and performance.

Rubrics assist instructorsand students by providingclear content focus andcriteria for performance.

Use Your Rubric Data to Inform Your Instruction

35 students

7208

5 25 5

10 20 5

AssessmentResults

Divide # of students for section by total # of students

Make data results visual.

Analyze your data to inform your instruction.

http://www.mrnussbaum.com/smartpoll3.htm

Instruction has been informed through “tradition,instinct, and regulations.

More access to better information allows educatedprofessionals to test their assumptions, identifyneeds, and measure outcomes.

Schools are using data-driven decision making toprovide more individualized instruction to students,track professional development resources, identifysuccessful instructional strategies, better allocatescarce resources, and communicate better withparents and the community.” (para. 2)

Reference: Why use data for decision making in K-12 education? (n.d.) Retrieved April 11, 2010 from 3D-Data-DrivenDecision Making. http://3d2know.cosn.org/FAQ.html#why

Why do this?

Thank you for attending today.

Made at http://www.wordle.net/

Cris Guenter, Ed.D.

cguenter@csuchico.edu

California State University, Chico

Department of Education

NAEAQRQR.ppt by Cris Guenter is licensed under a Creative CommonsAttribution-Noncommercial-No Derivative Works 3.0 United States License.