creating meaningful rubrics

21
Creating Meaningful Rubrics that Assess Student Learning an interactive Professional Development workshop Presented by Stan Freeda Office of Educational Technology New Hampshire Department of Education

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Presentation on Creating Meaningful Rubrics. Updated: May 2014

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Page 1: Creating Meaningful Rubrics

Creating Meaningful Rubrics that Assess Student Learning

an interactive Professional Development workshop

Presented by

Stan Freeda Office of Educational Technology

New Hampshire Department of Education

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BP-01 Creating and Using Meaningful Rubrics that Assess Student Work As defined by rubric guru Heidi Goodrich, a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" This course will give teachers the tools to clearly identify the goals and objectives of a student product and to assess various aspects of those student products. Participants will investigate various theories for creating rubrics, visit websites with online rubric creators and develop their skills for creating meaningful rubrics that can enhance the quality of their student work. Participants will engage in readings, discussion, exploratory activities and create rubrics that assess student products for learning while focusing students on the goals and objectives of their assignments.

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Start with the end in mind. – Standard = Learning

Determine how you will know learning has occurred -

Assessment

Develop the lessons and activities that give

experience and practice with the performances you

expect.

Learning is a change in behavior with experience

and practice.

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Formative

A range of formal and informal assessment procedures employed

by teachers during the learning process in order to modify

teaching and learning activities to improve student attainment. It

typically involves qualitative feedback (rather than scores) for both

student and teacher that focuses on the details of content and

performance.

During the lessons to help student and teacher. “for learning”

Summative

Refers to the assessment of the learning and summarizes the

development of learners at a particular time.

After the lessons to inform student and teacher. “of learning”

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Validity

Validity refers to how well the rubric measures what it is

supposed to measure. One key to rubric validity is carefully

selecting criteria that match the concepts and skills

necessary to meet the standard.

Reliability

Reliability is the extent to which the rubric yields consistent

results when used repeatedly under the same conditions.

inter-rater reliability when two different graders use the rubric on the

same performance and give similar scores.

intra-rater reliability when one grader gets consistent results if one grade

using the same rubric to judge the same performance at different times.

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the "rules" for regulating expected student

performance

the "established guidelines" for those evaluating

the performance

a "road map" that guides students to their

destination

the "publication" of criteria for performance

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defines excellence

helps teachers plan how students can achieve

excellence

aligns the criteria and instructional objective

communicates the degree to which a student has

accomplished the instructional objective

makes the scoring of performance more accurate and

consistent documents the procedure used in making

judgments about student performance

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Academic / Content Standards

Clearly defined statements and/or illustrations of

what all learners are expected to know and be

able to do.

Broad and Abstract Ideas and Understandings

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Performance objectives / criteria /

Learning objectives / indicators

Statements which identify the specific knowledge,

skill, or attitude the learner should gain and

display as a result of the training or instructional

activity.

Concrete and Observable Behaviors

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Measurement scale / performance levels

The scale is the range of possible performances divided

into various levels of performance. The number of

divisions in the scale should be determined by the

ability to clearly separate the quality of the

performance into definable performance levels.

Basic Proficient Advanced

Basic Proficient Accomplished Advanced

Beginning Basic Proficient Advanced Exceptional

Immature Basic Developing Proficient Accomplished Advanced

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Holistic

◦must make a judgment about the quality of ALL criteria

simultaneously

◦the criteria are combined into paragraphs

◦must know subject matter VERY WELL

Analytic

◦must make a judgment about the quality of the criteria

◦must determine the extent to which each dimension is present

◦numbers or words are used to evaluate level of performance

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a Holistic Rubric example criteria

Proficient

3 points

The student's project has a hypothesis, a procedure, collected data, and

analyzed results. The project is thorough and the findings are in agreement

with the data collected. There are minor inaccuracies that do not affect the

quality of the project.

Adequate

2 points

The student's project may have a hypothesis, a procedure, collected data, and

analyzed results. The project is not as thorough as it could be; there are a few

overlooked areas. The project has a few inaccuracies that affect the quality of

the project.

Limited

1 point

The student's project may have a hypothesis, a procedure, collected data, and

analyzed results. The project has several inaccuracies that affect the quality of

the project.

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an Analytic Rubric example

◦criteria in categories, description in the scale

Criteria 4 points 3 points 2 points 1 point

Has a plan for

Investigation

The plan is

thorough

The plan is

lacking a few

details

The plan is

missing major

details

The plan is

incomplete and

limited

Use of

Materials

Manages all

materials

responsibly

Uses the

materials

responsibly

most of the

time

Mishandles

some of the

materials

Does not use

materials

properly

Collects the

Data

Thorough

collection

Some of the

data

Major portions

of the data are

missing

The data

collection

consists of a

few points

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an Analytic Rubric example

◦criteria is perfect exemplar, proportion met in the scale

Criteria 4 points 3 points 2 points 1 point

Has a detailed

and thorough

plan for the

investigation

Always Often Sometimes Rarely

Manages the

use of all

materials

responsibly

Complete Almost Partially Incomplete

Thoroughly

collects and

records all

necessary data

Thorough Most Some Few

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1. Start with the Standard

2. Visualize the evidence necessary for

achievement

3. Determine the Performance Criteria based

on the evidence necessary

4. Determine the levels of performance

5. Refine with focus on validity and reliability

6. Try it out and revise as needed

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I’m confused.

No wait…

Maybe I’m not.

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For more information

Stan Freeda

[email protected] 603.271.5132