Beruflich Dokumente
Kultur Dokumente
Jason Peake
Parts of a Rubric
Dimensions, referred to as criteria, encompass the knowledge, skills, and understanding to be assessed. Indicators specify the evidence used to judge the degree to which the dimension is mastered. Rating Scales discriminate among the various levels of performance.
Determine learning outcomes. Each rubric item should focus on a different skill. Evaluate only measurable criteria. Ideally, the entire rubric should fit on one sheet of paper. Reevaluate the rubric. (Did it work?)
Lowers students anxiety about what is expected of them. Provides specific feedback about the quality of their work. Provides a way to communicate expectations and progress. Ensures all student work is judged by the same standard. Disengages the halo effect and its reverse. Leads students toward quality work.
Holistic
Analytic
Holistic Rubric
Definition: One score or rating for the entire product or performance.
When to Use:
For a quick snapshot of overall status or achievement When the skill or product to be assessed is simple; when it has only a single dimension. Disadvantages: Two students can get the same score for vastly different reasons Not as good for identifying strengths and weaknesses and planning instruction Not as useful for students to use.
Steps in Development
After
you write your first paragraph of the highest level, circle the words in that paragraph that can vary.
words will be the ones that you will change as you write the less than top level performances.
These
Description
Demonstrates complete understanding of the problem. All requirements of task are included in response. Demonstrates considerable understanding of the problem. All requirements of task are included. Demonstrates partial understanding of the problem. Most requirements of task are included. Demonstrates little understanding of the problem. Many requirements of task are missing. Demonstrates no understanding of the problem No response/task not attempted
Analytical Rubric
Definition: Several scores or ratings for a product or performance. Each score represents an important dimension or trait of the performance or product. When to Use: Planning instruction show relative strengths and weaknesses. Teaching students the nature of a quality product or performance they need the details. Detailed feedback to students or parents. For complicated skills, products, or performances, for which several dimensions need to be clear. Disadvantages: Scoring is slower. Takes longer to learn.
Criteria #1
Description reflecting movement toward mastery level of performance Description reflecting movement toward mastery level of performance Description reflecting movement toward mastery level of performance Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting achievement of mastery level of performance
Criteria #2
Criteria #3 Criteria #4
Basic Template
Scale
Criteria Indicator Indicator Indicator Indicator
Exemplary
Bright, lit up Eyes not blinking Focused on teacher Wheels in high gear
Acceptable
Bright, lit up Eyes sometimes focused on teacher Wheels in relaxed motion
Needs Work
Eyes glazed over and bloodshot
Retire
Eyes closed; Drooping Wheel isnt invented
Wheels are rusty and slow Sluggish an occasional itch Occasional grunts
Casual motions
Coma
Drooling No sound
Remember:
Students should receive the assignment and rubric at the same time.
SOME THOUGHTS
Determine appropriate and acceptable evidence of learning? Match the assessment method with the task Show students models for what we are asking to do Give descriptive feedback about student performance Dont over-rely on just one mode of assessment such as formal unseen examinations Use a variety of assessments
Assessment should always have more to do with helping students grow than with cataloging their mistakes. Carol Tomlinson