1. Pre-Consensogram
Directions: Please walk to the chart on the wall and place a dot for the scale to indicate prior knowledge on scoring rubrics.

2. Assessment Rubrics - What, When, and How
Marina Benova
JHU School of Education

3. Desired Results Learners will understand that …
Learners will know…
Types of rubric and their elements
Guidelines for creating effective rubrics
Learners will be able to…
Compare and contrast well- developed and poorly developed rubrics
Design a model holistic or analytic scoring rubric for the performance task
Learners will understand that …
If developed and used properly, rubrics can be effective assessment and self-assessment tools in teaching and learning processes

4. Lesson Outline Pre-Consensogram Learning Objectives
Turn to Your Partner (TTYP) Activity
Content Presentation/Discussion
Group Activity: a. Rubric Critique b. Rubric Design
Post-Consensogram

5. Scoring Tools In Our Lives
What decision have you recently made that involved choices based on criteria?
Consider…
-factors contributing to making the decision
-hierarchy of criteria
Share your thoughts with a partner, then with class.
Short-term/long-term decisions, based on a need; pet adoption, buying a car, house, ordering pizza, choosing a graduate program

6. What is a Rubric?
“Rubric is a criterion-based scoring guide consisting of a fixed measurement scale (e.g.4-6 points) and descriptions of the characteristics for each score point. Rubrics describe degrees of quality, proficiency, or understanding along a continuum. “
(UbD, p.173)

7. What Is the Place of Rubrics in the UbD?
Specific Task (performance)
Scoring Tool (Rubric)
Performance Assessment
Stage 2:

8. Chocolate Chip Cookie Performance Task:
Bake a chocolate chip cookie that Natalie would eat.

9. Chocolate Chip Cookie Criteria: -Number of Chips - Texture -Color
-Taste
-Richness
Range of Performance:
Delicious
Tasty
Edible
Not Yet Edible

10. DELICIOUS
GOOD
EDIBLE
NOT YET EDIBLE
NUMBER OF CHIPS
Chip in every bite
Chips in 75% of bites
Chips in 50% of bites
Too few/many chips
TEXTURE
Chewy
Chewy in the middle, crisp on edges
Texture either crunchy/crisp or 50% uncooked
Texture resembles a dog biscuit
COLOR
Golden brown
Either light from overcooking or light from being 25% raw
Either dark brown from overcooking or light from undercooking
Burned
TASTE
Home-baked taste
Quality store-bought taste
Tasteless
Store- brought flavor, preservative aftertaste-stale, hard, chalky
RICHNESS
Creamy, high-fat flavor
Medium fat contents
Low-fat contents
Nonfat contents

11. Connections
What is the desired relation between the learning objectives, performance task, and a scoring rubric?

12. TYPES OF RUBRIC Holistic
Provides a single score based on an overall impression of a learner’s performance on a task
When to Use: -when a quick snapshot of achievement is needed -when a single dimension is adequate to define quality
Critical thinking skills

13. Holistic Rubric for Graphic Display of Data3
All data are accurately represented on the graph. All parts of the graph (units of measurements, rows) are correctly labeled. The graph contains a title that clearly tells what the data show. The graph is very neat and easy to read. 2
Data are accurately represented on the graph OR the graph contains minor errors. All parts of the graph are correctly labeled OR the graph contains minor inaccuracies. The graph contains a title that generally tells what the data show. The graph is generally neat and readable. 1
The data are inaccurately represented, contain major errors or are missing. Only some parts of the graph are correctly labeled, or labels are missing. The title does not reflect what the data show, or the title is missing. The graph is sloppy and difficult to read.

14. TYPES OF RUBRIC Analytic
Uses several distinct criteria to evaluate learner products and performances
When to Use:
-when you want to show relative strengths and weaknesses
When you want detailed feedback
When you assess complicated skills or performance
When you want students to self-assess their understanding or performance

15. Analytic Rubric for Graphic Display of Data
TITLE
10%
LABELS
20%
ACCURACY
50%
NEATNESS 3
The graph contains a title that clearly tells what the data show.
All parts of the graph(units of measurement, rows) are correctly labeled.
All data are accurately represented on the graph.
The graph is very neat and easy to read. 1
The title does not reflect what the data show or the title is missing.
Only some parts of the graph are correctly labeled or labels are missing.
The data are inaccurately represented, contain major errors or data are missing.
The graph is not neat and difficult to read.

16. Rubrics’ Strengths and Weaknesses
Holistic Rubrics
Analytic Rubrics
+ Quick scoring
+ Big Picture
Lack of detailed information
Ma be difficult to provide one overall score
+More detailed feedback +more consistent scoring +used by students to self- assess - time-consuming scoring

17. What is a Good Rubric? Reflects standards and learning objectives
Assesses significant tasks, skill, and abilities
Determines criteria and performance levels
Uses specific descriptors
Teacher and student friendly
Co-created with learners

18. Team Activity 1 : Rubrics or “Screwbrics?”
Please see the packet.
In your teams, judge the quality of the rubrics in the packet.
What are the strengths of the well-developed rubrics?
What are the weaknesses of the poorly designed rubric?

19. Team Activity 2
Please form a group of 4.
After you watch the video, develop a holistic or analytical rubric for the American Idol performance task.

20. Rubric Design Guidelines
What criteria must be present in the contestant’s performance to ensure that it is high in quality?
How many levels of achievement do I wish to illustrate for contestants?
For each criterion of quality, what is a clear description of performance at each achievement level?
What are the consequences of performing at each level?

21. Post-Consensogram
Directions:
Please walk to the chart on the wall and place a dot for the scale to indicate your understanding of using scoring rubrics after the presentation.

22. Bibliography
Goodrich Andrade, H. (2005, Winter2005). TEACHING WITH RUBRICS. College Teaching, 53(1), Retrieved October 15, 2008, from Academic Search Premier database.
Eric D Turley, Chris W Gallagher. (2008). On the Uses of Rubrics: Reframing the Great Rubric Debate. English Journal, 97(4), Retrieved October 13, 2008, from ProQuest Education Journals database. (Document ID: ).

23. Bibliography
Popham, W.J. (2008). Classroom assessment: What teachers need to know. Boston: Pearson Education, Inc. Huba, Mary E. & Fred, Jann.E. (2000). Learner-centered assessment on college campuses. Shifting the focus from teaching to learning. Boston: Allyn &Bacon. Lane, Jill L. (2008). The Basics of rubric. Center for Instructional Development, Clayton State U.

24. Bibliography
Holistic critical thinking scoring rubric. Retrieved May 3, from California Academic Press Web site: c.pdf