1. Please check, just in case…

2. Announcements 1.First classroom-based assessment due in two weeks – it can be ANY type of criterion-referenced assessment. Kudos if you use some type of electronic recording system (see outline for links). 2.Person-first language required. 3.We need to assign tests ASAP.

3. Quick questions, quandaries, concerns or comments?

4. APA Tip of the Day: Paragraph and page formatting Your page margins should be 1” all around. You should NOT have any extra spaces before or after each paragraph. You should indent the first line of each paragraph ½”. Justify the left margin of your text, but leave the right ragged (see following example).

5. Example of text justification Correct: You want to make sure the text lines up on the left hand margin, this is called left justified. You do not, however, want the text to also line up on the right hand margin – you want it to be left “ragged.” Incorrect: You want to make sure the text lines up on the left hand margin, this is called left justified. You do not, however, want the text to also line up on the right hand margin – you want it to be left “ragged.”

6. Topic: Rubrics

7. Small Group Jigsaw Divide into your small groups – make sure that the group members have read different articles from the rubrics e-reserve folder. Go around the group, with each person sharing the main points of the article(s) s/he read. Time permitting, discuss with your colleagues what overall seem to be important points about rubrics from the readings.

8. “A rubric is a set of criteria students see prior to engaging in a task... The rubric identifies the qualities the teacher expects to see in responses at several points along a scale.” Ryan, 1994, p. 27

9. Rubrics attempt to make subjective assessments MORE objective.

10. Rubric Components: 1.Set of criteria, that 2.describe expected qualities of student work, at 3.different levels (i.e. novice, apprentice, practitioner, expert).

11. Two Types of Rubrics: Analytic Holistic

12. Analytic rubrics describe several different aspects of performance: use of the writing process writing conventions use of appropriate types of writing elements of effective writing coherence and paragraph structure

13. What kind of a rubric is the “whining rubric”?

14. Steps in Developing a Rubric 1.Identify what qualities indicate top level of performance. 2.Identify the indicators for the lowest level of performance. 3.Decide how many categories you want between the highest and lowest, and specify descriptions for those levels.

15. Problems with Rubrics: Inherently subjective Depend on agreement on criteria Depend on understanding of criteria Depend on agreement about definition of overall construct – i.e. writing

16. Why Use Rubrics? 1.They make inherently subjective judgments more objective (i.e. “class participation”). 2.They provide feedback to students on the extent to which particular criteria have been reached. 3.They provide a guide on how to improve performance.

17. Quick Write: What experiences with rubrics have you had? Have you learned anything new, different? How so? How do you think you might use rubrics now in your learning/clinical context?

18. Work Session In teams, share your classroom/caseload learning objectives. Work with each other to figure out what component of which objective might be appropriate to be assessed through sue of a rubric. Take a stab, individually, at developing a rubric for your selected learning objective/goal/subgoal/desired result. Work with your buddy to get feedback as you develop your rubric.

19. Please take a minute for the minute paper. And don’t forget to turn your phone back on.