OBJECTIVES FOR THIS SESSION

Participants will

- Understand what a rubric is and how it helps teachers and students measure learning achievement
- Understand the components of a rubric - Understand the steps for creating a rubric

BUBBLE RUBRIC
3 Superior Size Each side of the square is as big as your hand or larger. Each angle is exactly 90. Square is the color specified by instructor. 2 Acceptable Each side is slightly less than the size of your hand. 1 Not Acceptable Each side is significantly less than the size of your hand.

Angles

Each angle Each angle is between is more than 85 and 95. 95 or less than 85. Square is nearly the color specified by instructor. Square is not the color specified by the instructor.

Color

SUBJECTIVE GRADING: OUR STORIES

Have you ever

(as a student) taken a test that you didnt feel properly prepared for? (as a teacher) had a student complain about a grade?
(as a teacher) struggled to decide what grade to give a student?

The Rubric: An Evaluation tool that

Lists the criteria that will be evaluated

Describes different levels of performance on the task

HOW DO RUBRICS HELP TEACHERS AND STUDENTS?

Rubrics help teachers communicate clear expectations and give clear feedback about students performance.
When students know the expectations, they can prepare better. When they receive clear feedback, they know what to improve for the next time.

WHEN & HOW ARE RUBRICS USED?

BEFORE the task: to guide students preparation DURING grading: to guide teachers evaluation

AFTER the task: to help students see what they need to improve / to help teachers see what they need to focus on teaching

CRITERIA AND DESCRIPTIONS

Performance Performance Performance Performance level 4 level 3 level 2 level 1 (highest) (lowest) Criteria 1 Description Description Description Description

Criteria 2
Description Criteria 3 Description Description Description Description Description Description Description

For example
4 3 2 1

Speaking Clearly

Speaks clearly and loudly at all times (95-100%) and mispronounces no words

Mumbles, speaks too quietly to be understood, and/or mispronounces more than 5 words.

Use of grammar

Applies learned grammar with no errors

Does not apply learned grammar OR makes more than 5 errors

4 STEPS TO CREATING A RUBRIC

Identify the proficiency level (learning goal) to be achieved this will come from the National Curriculum or from the textbook Identify the task students will do that will demonstrate that they have achieved this proficiency level Divide the task into criteria that you will evaluate in the task Write MEASURABLE performance descriptions for each criteria. hint: start with the lowest and highest, then fill in the middle

Lets try it!

Read & discuss the example with your partners:
* what is the proficiency level / learning goal?

* what is the task?

Next, develop the evaluation rubric with your partners.

RUBRICS TRUE / FALSE

Makes a good effort is an example of a measurable description. The first step in making a rubric is to identify the learning goal you want your students to achieve. Uses verbs in the simple past tense correctly almost all the time (0-2 errors) is an example of a measurable description. Teachers should only show rubrics to students after the students have completed the assignment.