1. Checklists and Rating Scales Read my Jigsaw Chapter: Yes____ No____ (check one)

2. How did it come to this?

3. Scoring Guides Checklists √ Rating Scales ____|____|____|____|____ Rubrics 1 2 3 4

4. Checklists “A checklist is a set of specific key behaviors that represent the competency or activity of interest” The behaviors should be concrete and observable. The behaviors are either present or absent. Checklists may be scored (yes: +1, no: -1) Gredler, M. (1999). Classroom Assessment and Learning. Longman

5. A checklist: ItemPresentAbsent Outline of paragraph ____ ____ Topic Sentence ____ ____ Paragraph single topic ____ ____ Content in logical order ____ ____ Conclusion supported ____ ____ Identify your target (e.g., effective paragraph construction) Construct a list of observable component behaviors Arrange the components in a logical order Devise a simple (e.g., present / absent) marking system

6. Rating Scales “Rating scales are used when characteristics or dimensions of performance or product can be identified and exist to a greater or lesser degree. ” Include only those behaviors that you will teach. Limit each item to a single dimension of the performance or product. Avoid judgmental terms (?) Include only pivotal elements. Gredler, M. (1999). Classroom Assessment and Learning. New York: Longman. Chase, C. (1999). Contemporary Assessment for Educators. New York: Longman.

7. Rating scales for essays of literary criticism 5 4 3 2 1 0 Exceptional Adequate Limited huh? Achievement Achievement Evidence 5 4 3 2 1 0 Exceptional Adequate Limited huh? Achievement Achievement Evidence Gives reasons and specific evidence to support the argument Identifies and discusses alternatives points of view

8. Rubrics A rubric is simply “a hierarchy of standards used to score students’ work.*” Rubrics generally have 3 - 6 levels of achievement. Rubrics can be holistic or analytic, general or specific. –Holistic: describes the qualities of the performance as a whole. One score stands for a constellation of descriptors. –Analytic: assigns separate scores to the task’s essential traits. –General: one rubric applies to various instances of the phenomenon. –Specific: the rubric applies to one specific task *Bush & Leinwand. (2000). “Mathematics Assessment:…” Reston, VA. NCTM. McGatha & Darcy. (2010). “Rubrics at Play.” Teaching Mathematics in the Middle School. v. 15 n.6

9. Rubrics