1. Checklists and Rubrics

2. Checklists and Rubrics
Assessment Tools
Give students the opportunity to understand expectations for being successful

3. Turn this…..
Into this….

4. Checklists "can do–can't do" and "done–not done”
Less informative than rubrics
Less informative than rubrics because they don’t indicate the relative quality of a product or performance

5. Use Checklists: to record observed performance for self-assessment
to keep track of progress over time
to help students fulfill task requirements
Record observed performance
Record Observed Performance ~ small groups, you might note whether or not individuals demonstrate ability or knowledge in some predetermined categories aligned to course content and objectives.
For self-assessment ~ students can use the above checklist to evaluate their own progress.
To keep track of progress over time, e.g., as an inventory of skills at the beginning and end of a course.

6. Advantages and Disadvantages
Easy to construct and use
Align closely with tasks
Effective for self and peer assessment
Self-monitor progress
Useful for sharing information
Disadvantages
Provide limited information
Don’t indicate quality
Advantages
Make learners aware of task requirements and allows teachers to share information with other teachers, admins, and parents.
Disadvantages
Not a lot of information about how to improve performance

7. Examples
Share examples of checklists used with the 3rd and 4th graders in class.

8. Creating a Checklist Identify Create parts of a specific task
other requirements associated with it
Create
columns for tasks
areas for marking yes and no; or check boxes
In MS Word, show how to create the columns using tables and inserting check boxes using the Insert menu

9. Tips for Creating Checklists
Create during the planning process
Share with students with the initial assignment

10. Tools and Tips for Creating Checklists
PBL Checklists ~ keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation
CARLA’s Virtual Assessment Center ~ research and discussion on using checklists and rubrics as part of the evaluation process
The Essentials of Language Teaching ~ discusses alternative assessment
Self Assessment Checklists for Teachers ~ from Scholastic.com

11. What is a Rubric?
A scoring tool that lays out the specific expectations for an assignment, providing a detailed description of what constitutes acceptable or unacceptable levels of performance. (Stevens & Levi, 2005).
A printed set of criteria for evaluating work and for giving feedback
It provides scoring guidelines

12. Why Use Rubrics? Assists teachers in explaining grades
Students understand the evaluation process
Helps with explanation of expectations
Clearly defines what a good product is
Makes the grading process consistent and fair
Helps students evaluate their own and each other’s work

13. The Importance of Using Rubrics
Teachers can:
increase the quality instruction
reuse rubrics for various activities
Students have:
explicit guidelines for expectations
a tool to develop their abilities
Teachers can:
increase the quality instruction by providing focus and attention to particular details
**Create rubrics
along with the planning process**

14. Creating Rubrics Determine the concepts to be taught.
Choose the criteria to be evaluated; Name the evidence to be produced
Develop a grid
Place the concepts and criteria
For this example, we will use 3 levels for expectations.

15. Fiction Writing Rubric4 3 2 1
PLOT: "What" and "Why"
Both plot parts are fully developed.
One of the plot parts is fully developed and the less developed part is at least addressed.
Both plot parts are addressed but not fully developed.
Neither plot parts are fully developed.
SETTING: "When" and "Where"
CHARACTERS "Who" Described by behavior, appearance, personality, and character traits.

16. Types of Rubrics Analytic vs. Holistic Rubrics
Analytic rubrics identify and assess components of a finished product
Holistic rubrics assess student work as a whole
Holistic scoring rubrics support broader judgments concerning the quality of the process or product
Think of an analytic rubric in terms of a checklist

17. What is Worth Grading? Following directions Understanding of material
Proper references to texts, other resources
Organization
Quality of data
Grammar and mechanics
Writing style
Creativity

18. Developing the Scoring Scales
Two to five point scale for components
5 Top quality; original thinking
4 Good quality; some original thinking
3 Acceptable quality; not much original thinking
2 Questionable quality; not much thinking
1 Turned in on time

19. Possible Labels for the Scales
Exemplary, proficient, marginal, unacceptable
Advanced, intermediate high, intermediate, novice
Distinguished, proficient, intermediate, novice
Accomplished, average, developing, beginning
Outstanding, very good, good, poor, unsatisfactory
A, B, C, D, F
Satisfactory, unsatisfactory

20. Tools and Tips for Creating Rubrics
Rubistar ~ a free tool to help teachers make rubrics
Teach-nology ~ allow teachers to make grading rubrics by filling out forms
Recipes4Success ~ create your own customized rubrics based on common classroom learning goals
Kathy Schrock's Guide for Educators ~ an excellent resource for assessment and rubric information
Tips for Choosing Rubrics ~ from Chicago Public Schools