1. Rubrics in the Classroom Miguel Guhlin mguhlin@yahoo.com

2. References for Information in this Slide Show Pickett, N. (1998) 5 Simple Steps to Rubric Development. Http://www.edweb.sdu/triton/july/rubrics/rubric_guideline s.html The Rubricator (1998). http://www.sltech.com/Downloads.html Rubric Construction (1998) http://stone.web.brevard.k12.fl.us/html/comprubric.html http://www2.ncsu.edu/unity/lockers/project/midlinknc/ho.h tml

3. Rubrics: From Our Mind to the Paper Rubrics are guides that can be used for a variety of reasons, such as: Critiquing the effectiveness of a media and/or multimedia project. Tool for assessment for teachers and students. A process of establishing the essential goals of a project with students.

4. What is a Rubric? It is a set of categories which define and describe the important components of the work being completed, critiqued, or assessed. Each category contains a gradation of levels of completion or competence with an assigned score. Each level has a clear description of what criteria need to be met to attain the score shown.

5. What do Rubrics emphasize? Student decision-making Collaborative learning Performance-based assessment Real world connections

6. Guidelines for Designing a Rubric Know Your purpose This is the most important decision you make. A rubric is built around what you expect students to accomplish. Types of Rubrics Holistic - evaluates overall impression. Analytic - Evaluates specific points. Components of a Rubric Scoring criteria - The points for evaluation Criteria Descriptors - Expectations for each criteria Scoring Levels - Range of evaluation choices. Source: http://pc65.frontier.osrhe.edu/ hs/science/ota4.htm

7. 5 Simple Steps to Rubric Development 1. Determine learning outcomes (i.e. TEKS, TAAS). 2. Keep it short and simple (4-15 items; use brief statements or phrases). 3. Each rubric item should focus on a different skill. 4. Focus on how students develop and express their learning. 5. Evaluate only measurable criteria.

8. Design TIP: Defining Levels After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. These words will be the ones that you will change as you write the less than top level performances. Use concept words that convey various degrees of performance.

9. Concept Words Depth…breadth…quality…scope…extent …complexity…degrees…accuracy Presence to absence Complete to incomplete Many to some or none Major to minor Consistent to inconsistent Frequency: always to generally to sometimes to rarely.

10. Designing Rubrics on a Computer Easy setup, editing, reuse, and publishing of Performance standards for future classes to clearly explain expectations to students. Recording performance can be simplified with computerized form. Publishing student reports is easy, clear, consistent with pre-performance standards, and professional looking.

11. The Rubricator State or Content Standards linked to… A Performance Task evaluated by... Rubrics or Checklists operationalized with Targeted Results demonstrating the... Over 125 rubric and check list examples. Assign rubrics and check lists to students and/or groups. Ability to input standards and tie to rubrics, check lists, scales. Performance Tasks. Increased printing options. Macintosh or Windows http://www.sltech.com/Downloads.html