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Quality Rubrics, Quality Results NAEA National Convention 2010 Cris Guenter, Ed.D. Department of Education California State University, Chico

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Page 1: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Quality Rubrics, Quality Results

NAEA National Convention 2010

Cris Guenter, Ed.D.Department of Education

California State University, Chico

Page 2: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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

Page 3: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 4: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 5: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 6: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 7: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 8: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Holistic Rubric

Critical Thinking ScoringRubricCA Academic Press

Page 9: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Analytic Rubric

Lesson Plan Rubric forStudent Teachers

Page 10: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Involve yourstudents in theconstruction ofrubrics.

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

Page 11: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,
Page 12: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,
Page 13: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,
Page 14: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 15: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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

Page 16: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 17: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 18: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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?

Page 19: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Be clear in yourexpectations.

It will yield positiveresults from thestudents.

Page 20: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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.

Page 21: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Rubric Uses

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

Page 22: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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

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

Page 23: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Use Your Rubric Data to Inform Your Instruction

35 students

7208

5 25 5

10 20 5

AssessmentResults

Page 24: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Divide # of students for section by total # of students

Page 25: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Make data results visual.

Analyze your data to inform your instruction.

Page 26: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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

Page 27: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

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?

Page 28: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Thank you for attending today.

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

Page 29: Quality Rubrics, Quality Results - The Art of Education University · 2013-12-05 · Schools are using data-driven decision making to provide more individualized instruction to students,

Cris Guenter, Ed.D.

[email protected]

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.