RUBRICSPARENT EDUCATION NIGHT

NOVEMBER 5, 2014

WHY FOCUS ON RUBRICS TONIGHT?

• 2014-2015 CURRICULAR GOAL #2 - CLEARLY DEFINE ACADEMIC PROFICIENCY AND MASTERY LEVELS

• USE OF QUANTITATIVE RUBRICS WITH QUALIFYING EXAMPLES FOR PBL, STEAM, MATH AND WRITING ACTIVITIES

• TO INCREASE RIGOR WE HAVE TO CLEARLY DEFINE EXPECTATIONS

WHAT IS A RUBRIC?

• AN EVALUATION TOOL FOR A PROJECT

• FOR TEACHERS

• TO PLAN PROJECTS

• TO COMMUNICATE EXPECTATIONS

• TO MEASURE/GRADE STUDENT WORK

• FOR STUDENTS

• AS A GUIDE TO CREATE QUALITY WORK

• TO SELF ASSESS

California's Regions Brochure Rubric

  Excedes Standards ProficientApproaching Standards

Below Standards

  4 3 2 1

Components of the Project

All required components are present. Student added additional

relevant components.

All required components are

present.

1 or 2 components are missing or are

incomplete

3 or more components are

missing or incomplete

Written Work

Paragraphs are authentic,

complete and on topic. Details

provide accurate information and

use are presented with an engaging

voice. Few or no spelling and grammatical

errors.

Paragraphs are authentic,

complete and on topic. Details

provide accurate information.

4 or more spelling or grammatical

errors, but they do not interfere with understanding.

Paragraphs are on topic but may be

incomplete. Some details may be

inaccurate.4 or more spelling

or grammatical errors that may interfere with

understanding.

Paragraphs are incomplete, off

topic, or may not be authentic. Details may be

inaccurate.Several spelling or grammatical errors that interfere with

understanding.

Design / Presentatio

n

Brochure uses engaging color,

images, and flowing layout.

Work is very precise.

Brochure uses color, images, and

flowing layout. Work is neat.

Brochure uses some images and color. Layout may

be difficult to follow. Some areas may not be precise.

Little or no use of color or images.

Layout is difficult to follow. Work lacks

precision.

WHY USE A RUBRIC?

• CLEARLY DEFINES EXPECTATIONS

• KEEPS GRADING FAIR

• HELPS STUDENTS SET GOALS AND SELF ASSESS

• PROVIDES CLEAR FEEDBACK FOR GROWTH

WHAT IS IN A RUBRIC?

RUBRICS HAVE 3 MAIN PARTS

8 ESSENTIALS OF AN AEA RUBRIC

1. QUANTITATIVE – REQUIREMENTS ARE MEASURABLE VS. SUBJECTIVE

2. AUTHENTIC – UNIQUE FOR EACH PROJECT

3. ALIGNED WITH STANDARDS

4. USES STUDENT FOCUSED LANGUAGE – THE STUDENT SHOULD BE ABLE TO UNDERSTAND IT

5. MINIMAL BUT EXPLICIT – WELL WRITTEN RUBRICS ARE SHORT YET CLEAR

6. DEFINES PROFICIENCY AND MASTERY – CLEARLY DEFINES DIFFERENT LEVELS OF QUALITY

7. REFERENCES ARTIFACTS AND REGALIA – EXAMPLES HELP STUDENTS VISUALIZE THE LANGUAGE

8. ACCESSIBLE BEFORE AND AFTER ASSIGNMENT – STUDENTS SHOULD BE ABLE TO USE IT AS A GUIDE FROM START TO FINISH. IT ALLOWS THEM TO SELF ASSESS THROUGHOUT THE ENTIRE PROCESS.

HOW ARE RUBRICS DEVELOPED?

• TEACHER STARTS WITH THE STATE’S EDUCATION STANDARDS

• TEACHER DESIGNS A PROJECT OR ASSIGNMENT

• TEACHER OR STUDENTS DEVELOP A RUBRIC USING AEA’S 8 ESSENTIALS OF A RUBRIC

• TEACHER AND STUDENTS USE THE RUBRIC

• TEACHER AND STUDENTS REVIEW THE RUBRIC FOR EFFECTIVENESS

HOW TO USE A RUBRIC TO ASSESS

• START BY UNDERSTANDING THE ASSIGNMENT

• REVIEW THE RUBRIC STARTING WITH THE “PROFICIENT” LEVEL

• COMPARE “PROFICIENT” TO OTHER LEVELS

• REVIEW STUDENT WORK SAMPLES

• IDENTIFY WHICH PERFORMANCE RATING MOST CLOSELY MATCHES THE STUDENT’S WORK

TRY ASSESSING WORK USING A RUBRIC

• STUDENT X, Y, AND Z TURNED IN A PROJECT

• USE THE ASSIGNMENT’S INSTRUCTIONS AND THE PROVIDED RUBRIC TO EVALUATE THE THEIR WORK

• USE THE RUBRIC TO MAKE SUGGESTIONS FOR HOW THE STUDENT CAN IMPROVE