Rubrics and information literacy in primary schools Jan Schmidt-Loeliger Information Services Manager Horsham West Primary School

What is a rubric? Rubrics provide direction for action Rubrics establish a mode of conduct or procedure

Haiku rubric Great!O.K.Needs help Critical components Contains descriptive words and phrases that describe nature Communicates thoughts and/or feelings Follows the three-line, 17 syllable format (5-7-5) Style Strong verbs Precise words Words that evoke image ad express sensory detail Writing devices such as alliteration, metaphor, simile, onamatopoeia and personification Originality Mechanics Ending punctuation Capitalization Comma rules Quotation marks

Why use rubrics? Rubrics – Help to determine student progress Improve student learning Provide information for the teacher to plan appropriate teaching & learning experiences

Why use rubrics? Rubrics – Identify what students are expected to accomplish by the end of the unit - knowledge - skills – actions - outcomes - processes - attitudes - values

Why use rubrics? Rubrics – Can be used in different contexts, e.g. individual, group or whole class contexts Cater for a range of learning styles

Range of learning styles IntelligenceActivity Verbal – linguisticDiscussions, reading Logical - mathematicalUsing evidence, comparisons, deductions and reasoning SpatialConcept maps Bodily – kinesthetic- Musical- InterpersonalCo-operative learning, sharing IntrapersonalStudent choice, self-evaluation, independent study, reflecting Naturalist

Rubrics and assessment Assessment is an ongoing process. Rubrics – Provide a manageable recording method Provide criteria and performance standards Allow for different rates of progress Involve students in the assessment process Make assessment integral to the unit

Rubrics and assessment A performance assessment consists of two parts - a task - a set of scoring criteria or rubric

Assessment Assessment involves some subjective judgements about the quality of a student’s work. A uniform set of precisely defined criteria or scoring guidelines or rubrics, provides a way to make fair and sound judgements of student work. Two teachers who use the same rubric ought to arrive at the same score, increasing the reliability and consistency of the assessment.

Good rubrics will - Assist teachers to define excellence Assist teachers to plan how they can help students achieve excellence Communicate to students what constitutes excellence Provide guidelines for students to evaluate their own work

Good rubrics will - Communicate goals and results to parents and others Help teachers be accurate, unbiased and consistent in scoring Document the procedures used in making judgements about students’ work

Elements of a scoring rubric One or more dimensions that serve as a basis for judging student responses Definitions and examples to clarify the meaning of each dimension A scale on which to rate each dimension Standards of excellence for specified performance levels accomplished by models or examples at each level

Scoring scales May be numerical or qualitative or a combination The Violin Man 123 Content3 or less slides4 relevant slides5 or more relevant slides InformationVague or irrelevant information Relevant, concise information. Most required aspects covered. Covers all required aspects GraphicsAbsent or irrelevant graphics Relevant graphicsRelevant, labelled graphics ResourcesNo websites citedWebsites incorrectly citedWebsites correctly cited CreativityPresentation fails to deliver message Simple presentation - gets message across Presentation gets message across in a multimedia format

Scoring scales Qualitative rubrics may have scales with labels - not yet, developing, achieving - emerging, developing, achieving - novice, apprentice, proficient, distinguished - no evidence, minimal evidence, partial evidence, complete evidence - average, very good, excellent - not good, good, excellent, outstanding - great, OK, needs help

Dialogue rubric GreatOKNeeds help Critical components Uses verbs and adjectives vividly to express tone and emotion Changes paragraphs each time a new person talks Uses quotation marks around spoken words Style Strong verbs Precise words Words that evoke image and express sensory detail Originality Mechanics Ending punctuation Capitalisation Comma rules

Evaluating rubrics 1.Does the rubric relate to the outcome(s) being measured? 2.Does it cover important dimensions of student performance? 3.Do the criteria reflect current concepts of excellence in the field? 4.Are the dimensions or scales clearly defined? 5.Is there a clear basis for assigning scores at each scale point? 6.Can the rubric be applied consistently by different scorers?

Problems and pitfalls in scoring 1.Leniency error – scorer tends to be either too hard/too easy on everyone 2.Trait error – scorer tends to be too hard/too easy on a given criterion 3.Appearance – scorer thinks more about how the work looks than its quality 4.Length – length is not necessarily better 5.Fatigue 6.Repetition factor – this paper looks like the last 50 7.Order effects – an average work may seem wonderful after 10 poor ones 8.Personality clash – if you don’t like the topic/the student's viewpoint it’s more difficult 9.Sympathy score 10.Judgement discomfort – remember you are rating the work not the student

Developing a rubric 1.Decide on the dimensions of the task to be measured. 2.Examine examples of student work to check you’ve not overlooked any dimensions. 3.Refine and consolidate dimensions as needed. 4.Write a definition of each dimension. 5.Develop a continuum/scale for describing the range of performance or task at each dimension.

The reality of our schools 2-3% of students have some form of disability – sensory, intellectual, physical 10-12% of students have learning difficulties 5-6% of students have a severe behavioural disorder 3-4% of students are emotionally fragile 3-4% of students are medically fragile

Educators need to ask “What does this child NOT have in order to act appropriately?” to change, not the student. Teachers need to ensure consistency clarity firmness empathy affection

Girls learn best when They are happy Feel loved and accepted in their peer group They can talk and discuss ideas Are told where they are doing well Receive feedback

Boys learn best when They are valued They are in a relationship with the instructor There’s a lot of mess and activities in between There is a a beginning and an end in sight They have a good chance of winning

Bibliography and further reading Assessment for learning. [Internet]. Curriculum Corporation, Carlton South, Vic. [Accessed 6/8/04; 24/8/04].cms.curriculum.edu.au/assessment Hetzel, J and McIntire, D (1998). Expressive writing. Creative teaching Press, Cypress, CA (2003). Rubistar. Create rubrics for your project-based-learning activities. [Internet]. High Plains Regional Technology in Education Consortium. [Accessed 6/8/04; 24/8/04] (2001). Rubrics. [Internet]. The Technology Applications Center for Eductor Development. [Accessed 6/8/04; 24/8/04] Wilson, J & Wing Jan, L. (2003). Focus on inquiry. Curriculum Corporation, Carlton South, Vic.