1. David W. Dillard AVCTC

2. Objectives Overview of the need for student assessments Define Student Assessments & parts of a rubric Samples of rubrics Develop a rubric for a lesson or project Websites to build rubrics

4. Definition A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts.” A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts.” Heidi Goodrich Andrade, Understanding Rubrics, Educational Leadership, 54(4), 1997.

5. MSIP 3 rd Cycle Curriculum Curriculum must contain: “instructional strategies (activities) and specific assessments (including performance-based assessments) for a majority of the learner objectives” Formative Assessments: serve the3 role of providing feedback to teachers to help modify and improve teaching and learning Summative Assessments: serve the role of measuring the degree the completion of a set of learning activities

6. Key Points I It should not be a mystery to your students, include the scoring guide with the assignment They hold the student accountable, they know what the teacher expects, no surprises You can have the students assist in the development of the scoring guide, often they will make it harder than the teacher would Student collaboration/student scoring or even self scoring of projects is encouraged

7. Key Points II Provide students with examples of quality and non-quality work A good scoring guide can be applied to a variety of tasks Allow teacher and student to understand what is going on They are always a work in progress Once developed, they should lighten the grading process!!

9. Parts of a rubric  Top matter/Bottom matter Name, class, teacher, assignment  Criteria What are the specific areas that are going to be graded  Quality How well is each criteria developed A numeric score A verbal reasoning for the scoring

10. Criteria The criteria is a list of the major components of what counts in a quality project or piece of work. This could be: –The objectives you want to cover –The steps in a process –The measures of what is “good” work The list depends on what you expect

11. Criteria Continued Organize and clarify Consistency Define excellence and show students how to achieve it. Help teachers or other raters be accurate, unbiased and consistent in scoring. Allow teachers to evaluate student work. Technical jargon can be in the scoring guide, but it needs to be explained somewhere

12. Criteria Continued The development of the criteria or objectives takes time A good list can be used for several different projects Many of the items are common to any task –Follows directions –Turned in on time –Neatness –Worked collaboratively A good way to add objectives is to look at other rubrics (the web)

13. Quality The scale can be points 0 to 3, 0 to 5, 1 to 3 or some other system The scale can be pass fail (meets or does not meet requirements) The scale can be checks or statements that lead to the development of “better” work The scale is used to rate the work or allow for improvement A good guide can be scored the same by different scores

14. Quality II Each point on the scale needs to be well defined Long scales make it hard for reliability of scoring Boxes should not be multi-point ranged (too subjective) Standards of excellence for specified performance levels accompanied by models or examples of each level A good way to find quality-quality statements is to look at other rubrics (the web)

15. Sample Quality 1 Research & Gather Information 1.Does not collect any information that relates to the topic. 2.Collects very little information--some relates to the topic. 3.Collects some basic information--most relates to the topic. 4.Collects a great deal of information--all relates to the topic

16. Sample Quality 2 Share Equally 1.Always relys on others to do the work. 2.Rarely does the assigned work--often needs reminding. 3.Usually does the assigned work--rarely needs reminding. 4.Always does the assigned work without having to be reminded.

17. Sample Quality 3 Research 1.Research was sometimes accurate but not relevant 2.Research was sometimes accurate and relevant. 3.Research was mostly accurate, and relevant. 4.Research was accurate, and relevant.

18. Developing a RUBRIC

20. http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/r ubric_bank.html

21. http://www.rainbowtech.org/CyberLib/assess.htm

22. http://school.discovery.com/schrockguide/ assess.html

23. http://www.teach-nology.com/web_tools/rubrics/

24. http://rubistar.4teachers.org/index.php

25. http://www.techtrekers.com/rubrics.html

26. http://landmark- project.com/classweb/tools/rubric_builder.php