In the real world, when we evaluate things, we talk about the specifics of what is right and what is wrong. A baseball coach doesn’t say to his player, “You earned a B today.” He says, “You took your eye off the ball today. You need to concentrate more. You need to change your stance.” The real world is built around giving feedback and showing people what they need to do to improve. And yet in schools, we hand out single-letter grades and think nothing of it.

Designing Rubrics As assessment tool that measures levels of student achievement on performance tasks.

3 Purpose of Evaluation Self evaluative students! Need methods for self evaluation How to use critizque for self improvement How to give feedback How to receive feedback How to revise their work based on feedback 3

4 What is a rubric? A scoring guide designed to provide constructive feedback to students by helping them think more clearly about the characteristics of quality work Show how important elements of a task would look in a progression from less well developed to exceptional along a continuum 4

5 Define expectations for a learning task Assign values to each level of quality Communicate not just the “what” of a learning task, but also the “how well” 5

6 Guidelines for Creating Rubrics Use specific numbers (2,3) instead of vague words (some, many) Use specific descriptors (original, novel, vivid” rather than “good, excellent” Arrange scores on a continuum for 1-4 Use the score of “3” to show students meeting standards Score of “4”= students exceeding standards by doing exceptional work State clear expectations for work so that all teachers, students, and parents know the criteria for quality and the requirements for earning a grade. 6

2 Types of Rubrics Holistic Rubrics –Rating scale –Wide range of descriptors –One performance expectation at each numerical level –Product evaluated as a whole & given a single score Analytical Rubrics –Use multiple descriptors for each criterion –Points awarded on a criterion by criterion basis –“teaching rubrics”

Why Rubrics? Provides specific feedback- descriptive Students can improve the quality of their work Guide students through the learning process Allow students to evaluate their work Plan, revise, edit

Explorer of the Century Criterion Research Description of PowerPoint Slides Organization Writing Structure Mechanics

Criteria The student: 0 Below the Standard 1 Approaching the Standard 2 Meets the Standard 3 Exceeds the Standard Score Research Used 2 internet sources. Selected 1 book from the media center Slides All criteria on checklist is completed Organiza- tion PowerPoint has transitions, runs on its own, and is visually interesting & convincing Writing Structure Used complete sentences in all slides. Writing is clear and descriptive. Mechanics One spelling error OR one capitalization error OR one punctuation error

Criteria The student: 0 Below the Standard 1 Approaching the Standard 2 Meets the Standard 3 Exceeds the Standard Score Research Used 2 internet sources. Selected 1 book from the media center Used more than 2 internet sources OR selected more than 1 book Slides All criteria on checklist is completed More than 13 slides are completed OR slides go beyond requirement Organiza- tion PowerPoint has transitions, runs on its own, and is visually interesting & convincing PowerPoint includes all elements plus extra graphic effects Writing Structure Used complete sentences in all slides. Writing is clear and descriptive. Language and writing goes beyond expectations AND is very descriptive Mechanics One spelling error OR one capitalization error OR one punctuation error No errors in spelling, capitalization or punctuation

Criteria The student: 0 Below the Standard 1 Approaching the Standard 2 Meets the Standard 3 Exceeds the Standard Score Research Used 1 internet source OR did not select a book from the media center Used 2 internet sources. Selected 1 book from the media center Used more than 2 internet sources OR selected more than 1 book Slides Most of the checklist criteria is met. All criteria on checklist is completed More than 13 slides are completed OR slides go beyond requirement Organiza- tion PowerPoint has few transitions OR is somewhat visually interesting OR has timing errors PowerPoint has transitions, runs on its own, and is visually interesting & convincing PowerPoint includes all elements plus extra graphic effects Writing Structure Used complete sentences some of the time OR writing is unorganized Used complete sentences in all slides. Writing is clear and descriptive. Language and writing goes beyond expectations AND is very descriptive Mechanics Two spelling errors OR two capitalization errors or two punctuation errors One spelling error OR one capitalization error OR one punctuation error No errors in spelling, capitalization or punctuation

Criteria The student: 0 Below the Standard 1 Approaching the Standard 2 Meets the Standard 3 Exceeds the Standard Score Research Did not use given sources Used 1 internet source OR did not select a book from the media center Used 2 internet sources. Selected 1 book from the media center Used more than 2 internet sources OR selected more than 1 book Slides Several slides do not meet checklist criteria in number of slides or content. Most of the checklist criteria is met. All criteria on checklist is completed More than 13 slides are completed OR slides go beyond requirement Organiza- tion Transitions are missing/confusing OR doesn’t run on its own OR is not interesting or convincing PowerPoint has few transitions OR is somewhat visually interesting OR has timing errors PowerPoint has transitions, runs on its own, and is visually interesting & convincing PowerPoint includes all elements plus extra graphic effects Writing Structure Did not use complete sentences. Writing is unclear and causes confusion. Used complete sentences some of the time OR writing is unorganized Used complete sentences in all slides. Writing is clear and descriptive. Language and writing goes beyond expectations AND is very descriptive Mechanics Three spelling errors OR three capitalization errors, or three punctuation errors Two spelling errors OR two capitalization errors or two punctuation errors One spelling error OR one capitalization error OR one punctuation error No errors in spelling, capitalization or punctuation

Criteria The student: 0 Below the Standard 1 Approaching the Standard 2 Meets the Standard 3 Exceeds the Standard Score Research Did not use given sources Used 1 internet source OR did not select a book from the media center Used 2 internet sources. Selected 1 book from the media center Used more than 2 internet sources OR selected more than 1 book Slides Several slides do not meet checklist criteria in number of slides or content. Most of the checklist criteria is met. All criteria on checklist is completed More than 13 slides are completed OR slides go beyond requirement Organiza- tion Transitions are missing/confusing OR doesn’t run on its own OR is not interesting or convincing PowerPoint has few transitions OR is somewhat visually interesting OR has timing errors PowerPoint has transitions, runs on its own, and is visually interesting & convincing PowerPoint includes all elements plus extra graphic effects Writing Structure Did not use complete sentences. Writing is unclear and causes confusion. Used complete sentences some of the time OR writing is unorganized Used complete sentences in all slides. Writing is clear and descriptive. Language and writing goes beyond expectations AND is very descriptive Mechanics Three spelling errors OR three capitalization errors, or three punctuation errors Two spelling errors OR two capitalization errors or two punctuation errors One spelling error OR one capitalization error OR one punctuation error No errors in spelling, capitalization or punctuation

Creating your Analytical Rubric Start with “Meets the Standard” What indicates going above and beyond? What indicates being almost there? What indicates below expectations? For next time, cover, student direction sheet, student checklist, rubric,