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