1. Introduction and Development

2. Authentic Assessment – used to measure student work Scoring guide evaluates student’s performance on full range of criteria rather than simple number score Working guide for students and teachers – handed out before the assignment is completed – gets students to think about the criteria on which the work will be judged

3. Simulates real life activity where students are engaged in solving real life problems Formative assessment because it becomes part of the teaching and learning process Empowers students to become more focused and self-directed.

4. 1. Focuses on measuring a stated objective (performance, behavior, or quality) – Dimension 2. Uses a range to rate performance – Benchmark (number) 3. Contains a specific performance characteristic arranged in levels indicating the degree to which a standard has been met - Descriptor

5. Rubrics improve student performance by showing students how work will be evaluated and what is expected Rubrics help students become better judges of the quality of their own work Rubrics allow assessment to be more objective and consistent Rubrics force the teacher to clarify his/her criteria in specific terms Rubrics reduce the amount of time teacher spend evaluating student work

6. Rubrics promote student awareness about the criteria to use in assessing peer performance Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction Rubrics provide students with more information and feedback about their strengths and areas in need of improvement Rubrics accommodate heterogeneous classes by offering a wide range of quality levels Rubrics and easy to sue and easy to explain

7. Step 1 – Generate potential dimensions (areas to assess) This is what differentiates rubrics from traditional holistic scoring Makes expectations clearer and feedback helpful Use “if-then” process to determine dimensions Step 2 – Select a reasonable number of benchmarks (areas to score) List all the dimensions you might want to consider Weed the number (3-8)- formative/more – summative/less

8. Step 3 – Write the benchmark descriptors (areas to compare) Write superb example of each dimension first – what is the optimum performance you can expect? Then work your way backwards For elementary students, consider 3-4 benchmarks Consider using an even number (WHY?)

9. Tables 1-3-5 – Dancing Raisins Tables 2-4-6 – Batteries/ Bulbs Alternative – Do actual lesson 1. Generate Potential Dimensions 2. Determine number of Benchmarks 3. Check in with Dr. Zinner 4. Write Descriptors 5. Complete Template