authentic assessment using rubrics to evaluate project-based learning curriculum content created and...
TRANSCRIPT
Authentic AssessmentAuthentic Assessment
Using RubricsUsing Rubricsto Evaluateto Evaluate
Project-Based Project-Based LearningLearning
Curriculum content created and presented by Dr. Alexandra Leavell
Associate Professor of Teacher Education
University of North Texas
Module ObjectivesModule Objectives
List and explain the characteristics of a rubric.
Enumerate the benefits of rubrics to teachers and students.
Describe the criteria of an effective rubric.
Essential QuestionsEssential Questions
How will the use of PBL and authentic assessments help me meet the needs of learners with different abilities?
How will using rubrics help me meet curricular goals?
How do rubrics help my students become better learners?
How will rubrics improve my teaching?
The Cookie DilemmaThe Cookie Dilemma
Which chocolate chip cookie would you want to eat?
Cookie elements or dimensions: Overall Taste Texture Color Number of chocolate chips Richness
The Cookie DilemmaThe Cookie Dilemma
Range of “performance” for a chocolate chip cookie: Delicious (7-8) Tasty (5-6) Edible (3-4) Yuck! (1-2)
The Cookie DilemmaThe Cookie Dilemma
Delicious Tasty Edible Yuck
Number of chips
Texture
Color
Overall taste
Richness
Cookie RubricCookie Rubric
Cookie RubricCookie Rubric
View a web page or download a printable version of the completed cookie rubric which appears on the next slide from the Resources page.
Delicious Tasty Edible Yuck
Number of chips
Chip in every bite
Chips in 75% of bites
Chips in 50% of bites
Too few chips
Texture Chewy Chewy middle,
crispy edges
Crunchy or uncooked
Like a dog biscuit
Color Golden brown
Too brown or too light
Very brown or very
light
Burned
Overall taste
Home baked taste
Quality store bought taste
Tasteless Tastes terrible,
burnt, stale
Richness Rich, creamy, High fat
Medium fat content
Low-fat flavor
Nonfat flavor
Cookie RubricCookie Rubric
CharacteristicsCharacteristicsof a Rubricof a Rubric
A scoring guide which:
Directly examines learner performance on “worthy intellectual tasks” (Wiggins)
Grant Wiggins and Jay McTighe. (1998) Understanding by Design.
CharacteristicsCharacteristicsof a Rubricof a Rubric
A scoring guide which:
Describes different performance criteria
Defines precise requirements
Type of authentic assessment
Allows for varying levels of expertise
Gives a range or continuum of performance levels
CharacteristicsCharacteristicsof a Rubricof a Rubric
Scaffolds learner improvementBenchmark descriptions define task
competencies or criteriaHelps teachers identify areas each
student needs to improveAllows students to understand how to
improve projects and get a better grade
CharacteristicsCharacteristicsof a Rubricof a Rubric
Both a formative and a summative assessmentFormative assessment because it
defines criteria for student performance in advance
Summative assessment because it will be the basis for determining a grade for the project
CharacteristicsCharacteristicsof a Rubricof a Rubric
Why Use Rubrics?Why Use Rubrics?
Rubrics can be an integral part of the teaching and learning processGive students a basis for self-
assessmentPromote independent learningEliminate vague assessment criteria
and overly subjective performance behavior
Teachers UseTeachers Use Rubrics to… Rubrics to…
Answer the question “Why did you give me a D?”
Define expectations for learners and for themselves by clearly showing students how their work will be evaluated
Link assignments clearly to curricular goals
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Inform instruction as criteria are defined
Provide an effective means to evaluate skills and processes, especially those (like PBL) which don’t lend themselves to a simple objective assessment approach
Teachers UseTeachers Use Rubrics to… Rubrics to…
Communicate specific information to parents and other stakeholders about student performance and learning objectives
Provide helpful feedback regarding the effectiveness of instruction
Provide benchmarks for evaluating student progress
Teachers UseTeachers Use Rubrics to… Rubrics to…
Students UseStudents UseRubrics to… Rubrics to…
Answer the question “Why did I get a D?”
Take more responsibility for their learning
Increase independence
Lower anxiety about assignments and projects
D??
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Get involved in the teaching/learning process through self and peer evaluation
Heighten awareness regarding concepts and learning processes (by constructing their own rubrics)
Students UseStudents UseRubrics to… Rubrics to…
When Should IWhen Should I Use a Rubric? Use a Rubric?
“Real life learning”
To address complex and subjective criteria
For non-objective types of assignments
When the nature of the learning is not cut and dried, i.e. there is no “right” answer and no “wrong” answer
Technical projects
Project-based learning
When Should IWhen Should I Use a Rubric? Use a Rubric?
Holistic RubricsHolistic Rubrics
Evaluate students’ work as a whole
See Resources for an example of a holistic rubric.
Analytic RubricsAnalytic Rubrics
Assesses components of the project in progress and when finished.
One example would be the chocolate chip cookie rubric.
See another example in Resources.
ReviewReview
This module covers:
Characteristics of rubrics
How rubrics can guide learners
How rubrics help teachers adjust instruction
Types of tasks that are appropriate for the use of rubrics
PreparationPreparation
Before watching the next ADAM,read more about authentic assessments and rubrics from the Resources web page.
In the next module, creating rubrics will be discussed.