1. Developing Rubrics for Evaluating Rich Performance Tasks
Linda Marchineck

2. Objectives Introduce the concept of a rubric
Identify differences in holistic and analytic rubrics
Scrutinize different types of rubrics
Discuss approaches for developing rubrics
Make connections to effective instruction and student learning through the use of rubrics

3. Resources
Jay McTighe
Jan Chappuis

4. “What we assess signals what is important to learn
“What we assess signals what is important to learn. How it is assessed signals how it should be learned.”
Jay McTighe
Assessing What Maters Most -Jay McTighe
9/17/2018

5. The Depth of Knowledge (DOK)
Assessing What Maters Most -Jay McTighe
9/17/2018

6. The Depth of Knowledge (DOK)
Assessing What Maters Most -Jay McTighe
9/17/2018

7. The Depth of Knowledge (DOK)
Assessing What Maters Most -Jay McTighe
9/17/2018

8. The Depth of Knowledge (DOK)
Assessing What Maters Most -Jay McTighe
9/17/2018

9. 21st Century Skills Learning and Innovation Skills
Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Information, Media and Technology Skills
Today, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy
Life and Career Skills
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
Assessing What Maters Most -Jay McTighe
9/17/2018

10. Which response mode(s) are most appropriate given the purpose and evidence?
Assessing What Maters Most -Jay McTighe
9/17/2018

11. What is a rubric?
For most teachers, a rubric is a printed set of scoring guidelines or criteria for assessing work, such as a performance or a product, and for giving feedback.

12. Holistic and Analytic Rubrics
What is the difference between analytic and holistic rubrics?
Holistic or rubrics assess student work in a general fashion and assign one overall proficiency level.
Analytic rubrics identify and assess specific components of a finished product and assign proficiency levels for each component.

13. Holistic Rubric
Holistic Rubrics--Ask yourself what the overall student assignment is and what should ALL students be able to produce, demonstrate, & show.
Then determine the levels of proficiency.

14. Analytic Rubric
Analytic Rubrics--Ask yourself what the key criteria or categories are within the specific task or assignment.
Then decide what YOU will accept as the minimum level of performance in each category.

15. When Developing Rubrics Work in Teams
C & I leaders should always involve teachers in the construction of performance tasks and rubrics
Every rubric development team must include someone with experience with creating the performance task or product that will be evaluated.
When possible teachers should involve students in the construction of rubrics.
They will have a far better understanding of the process, the standards, and the lesson expectations.

16. Types of Criteria
A complex performance task generally involves several important elements or traits or characteristics.

17. Content
Criteria used to evaluate the degree of a student’s knowledge and understanding of the facts, concepts, and principals in a standards.
Example- The server accurately describes the main course, side dishes, and drinks; all meals and drinks are delivered as ordered.

18. Process Skills
Criteria are used to evaluate the effectiveness of the methods and procedures used in a task, as well as the proficiency level of a skill performance specified in process standards.
Example- The kitchen staff collaborates well and coordinates with the server; the server checks on diners regularly.
Content, process, quality, impact

19. Quality
Criteria used to evaluate the overall quality and craftsmanship o a product or performance.
Example- All the dishes are cooked to taste, presented in an aesthetically pleasing manner, and served in a timely fashion.

20. Impact/Results
Criteria used to evaluate the overall results, given the purpose and audience.
Example- The meal is tasty and satisfying to all guests.
Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Demonstrated Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

21. Selecting Criterion/Characteristics
You should select only the criterion types that are appropriate for the goals being assessed and for which you want to provide feedback to students.
The more a task is set in an authentic context, the more important it is to consider the overall impact of the performance.

22. Evaluation Tools – List
List of criteria or key traits/elements and a rating scale
Self an peer assessment is expecated
Should be provided in advance

23. Holistic Rubric
Provides an overall impression, yielding a signal rating
Used for judging simple products or performances
Used well for gauging overall impact – to what extent was the essay persuasive?
Less effective for providing feedback – better for a summative grade

24. Analytic Rubric

25. Jay McTighe Judgment Based Evaluation

26. Process for Developing Rubrics
1. Establish knowledge base
2. Gather samples of student performances or products
3. Sort student work by level and quality
4. Cluster the descriptions into traits
5. Identify samples that illustrate each level (strong, moderate, weak)
6. Test the rubric and revise

27. 1. Establish knowledge base
Check to make sure the performance task or product aligns directly to the standards.
The team developing the rubric must have a clear understanding of the standards and what the performance or product looks like when done well.
The team begin by listing the criterion/characteristics of a high quality performance or product (As called for in the standards).
Collect as many existing rubrics as you can. Review the rubrics and add to your list of characteristics.

28. Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-LITERACY.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

29. 2. Gather samples of student performances or products
Gather a range of student performances or products that illustrate different levels of quality on the intended learning target.
In general try to gather a least 20 samples representing more than one topic or task.
A variety of samples helps ensure that all important criteria are included on the final rubric.

30. 3. Sort student work by level and quality
Begin by examining the samples of student work and sorting them into three stacks representing your evaluation of them as Strong, Medium, or Weak.
Write down your reasons for placing each sample in each stack as you go.
Have each member of the team do this independently.
The goal is to develop a complete list of reasons why a sample should be placed in a particular stack.
Write reasons in student friendly language.
Finally, as a team, compile al of your descriptions.
Determine appropriate number of levels.

31. 4. Cluster the descriptions into traits
Group like descriptors together. Knowledge, Skills, Quality, Impact
Delete descriptors that overlap by saying the same thing in two ways.
Determine the list of criterion
Most rubrics go through several stages of criteria definition and organization.

32. 5. Identify samples that illustrate each level (strong, moderate, weak)
Return to the samples, categorized as Strong, Middle, and Weak and select examples that best illustrate well what is meant by each trait at each achievement level.
These samples- also called models, examples, or anchors – help teachers attain consistency with each other and within their own scoring across time, students, and assignments. 1 2 3

33. 6. Test the rubric and revise
Now it’s time to test your rubric and note how you might improve it.
Score some student samples with your draft rubric and ask students to score anonymous samples as well.
Use the rubric for rubrics to evaluate your rubric.

34. Time to test it out….
8th Grade Performance Task- Oral Presentation to persuade you to go camping.
Use your rubric to evaluate Criterion 3: Delivery

35. Effective Rubrics
If the rubric is intended for formative use, its language can function as effective feedback to the student and the teacher, describing strengths and areas of need in sufficient detail to guide further learning.
Students can easily use the rubric to revise their own work and plan their own next steps.
Teachers can easily translate results into instruction.