1. ASSESSMENT TOOLS DEVELOPMENT: RUBRICS Marcia Torgrude mtorgrude@tie.net http://mtorgrude.tie.wikispaces.net

2. OUTCOMES What is a Rubric? Why Develop a Rubric? Reasons for Using Rubrics Questions Answered by Rubrics Characteristics of a Rubric Elements of a Rubric Rubric Development Guidelines/Protocol Rubrics Development - Degrees of Performance Scoring Rubric Options

3. WHAT IS A RUBRIC? A rubric is a scoring guide that helps teachers evaluate student performance, based on a range of criteria. A rubric lists the criteria, or characteristics, that student work should exhibit and describes specific quality levels for those criteria.

4. RUBRICS: AS EASY AS APPLE PIE! Below ExpectationsMeets ExpectationsAbove Expectations Recipe Followed Correctly Recipe has not been followed correctly and the pie does not have the correct proportion of sugar, spices and crust The recipe has been mostly followed correctly with approximately the correct proportion of sugar, spices and crust The recipe has been followed correctly and the pie has the correct proportion of sugar, spices and crust Apple Filling The apples for the filling were not cut and prepared correctly The apples for the filling were mostly cut and prepared correctly The apples for the filling were all cut and prepared correctly Crust Top and bottom crusts are not light and flaky Top and bottom crusts are mostly light and flaky Top and bottom crusts are very light and flaky Pie Baked Evenly Pie is not baked evenly throughout and does not have an even- colored golden brown crust Pie is baked mostly evenly throughout and the crust has a mostly even-colored golden brown crust Pie is baked evenly throughout with an even-colored golden brown crust

5. WHY DEVELOP A RUBRIC? How easy is it for you to justify the assessment or grade you have assigned to student if you had to defend it? Would you and other people say that the grading of your students' work or performance behavior is always accomplished objectively or subjectively? How clear are the assessment criteria you establish for each course you teach? When do you share a rubric with your students?

6. REASONS FOR USING RUBRICS To focus instruction---intentionally. To guide feedback---descriptively. To characterize desired results---objectively. To operationalize performance standards (quality)--- purposefully. To develop self-assessment competence---constantly. To involve students---thoughtfully. To quantify quality

7. QUESTIONS ANSWERED BY RUBRICS By what criteria will the work be judged? What is the difference between good work and weaker work? How can we make sure our judgments (or scores) are valid and reliable? How can both performers and judges focus their preparation on excellence?

8. HOW DO RUBRICS RELATE TO ASSESSMENT? Authentic assessment is aimed at student performance of "real-world" tasks. Authentic assessment measures how well students use knowledge and skills in a real context or for an authentic task: write a report, make a presentation, design an experiment, or solve a performance task. Authentic assessment focuses on the ability of the student to apply learning, not to memorize information or take tests.

9. HOW DO RUBRICS RELATE TO ASSESSMENT? Rubrics support authentic assessment. They are useful for measuring student performance of real-world tasks. Use your rubric tool to confirm authentic assessment of real world tasks such as writing reports, making presentations, designing experiments, demonstrating a professional skill, or solving problems.

10. CREATING A RUBRIC 1. Define the purpose and goals of your assignment 2. Choose your rubric type 3. Define the criteria 4. Design the rating scale 5. Write the descriptors for each scale point http://bit.ly/rubricbuilding

11. STEP 1: DEFINE THE PURPOSE OF THE LEARNING TASK Will you use the rubric to assign a grade? Will you use the rubric to give feedback so students can improve their performance? Is the rubric for a multi-dimensional project or for a simple, straight-forward assignment? What are the learning outcomes? How will students demonstrate they've learned these outcomes?

12. MAKING APPLE PIE PURPOSE Course Project: Making Apple Pie The purpose of our course project is to assess student cooking skills mid-way through a cooking course. We want to give students feedback on cooking skills such as: following a recipe and making any necessary adjustments; preparing a variety of ingredients; and following instructions and making adjustments so the food is cooked evenly throughout. Baking an apple pie requires each of these skills and is the task chosen for this assessment. What is the purpose of your rubric?

13. STEP 2: CHOOSE YOUR RUBRIC TYPE Analytic Rubrics break down the components of a learning task, giving students feedback on each component. each component is scored individually, and those scores are added for a total. Holistic Rubrics provide a broad overview of student performance and allow you to assess a learning task as a whole. provide a single score that gives students an overall sense of their performance.

14. CHOOSE YOUR RUBRIC TYPE Analytic Rubrics Holistic Rubrics

15. CHOOSE YOUR RUBRIC TYPE Which type of rubric should you use? It depends on your goal. Will you provide formative or summative feedback to your student? Use a holistic rubric if you want to: make a general judgment assess a minor assignment provide summative feedback about overall student performance on a learning task Use a fully elaborated analytic rubric if you want to: assess a multi-dimensional assignment assess a major project provide formative feedback about students' performance on individual elements of a learning task

16. HOLISTIC RUBRIC EXAMPLE Rating Scale Criteria and Descriptors

17. ANALYTIC RUBRIC EXAMPLE Criteria that describe elements of learning Rating Scale Descriptors

18. WHICH TYPE OF RUBRIC WOULD YOU USE?

19. CHOOSE YOUR RUBRIC TYPE Making Apple Pie Rubric Type We will be using an analytic rubric for our cooking skills assessment because we want to give feedback to students, it is a multi-dimensional task with several skills to assess. Determine your rubric type

20. STEP 3: DEFINE THE CRITERIA Rubric criteria are the individual elements of a learning task that you will judge. How do you define criteria? By thinking about the knowledge and skills required What do I want my students to know, understand and be able to do (KUD). Task analysis – breakdown of how a task is accomplished which includes sub-tasks and both manual and mental activities

21. STEP 3: DEFINE THE CRITERIA Questions to consider: What do you want students to learn from the task? How will students demonstrate that they have learned? What knowledge, skills, and behaviors are required for the task? What steps are required for the task? What are the characteristics of the final product?

22. STEP 3: DEFINE THE CRITERIA Once you have an organized list, prioritize the items and eliminate those that are not important or essential. It's important that you choose criteria that reflect your instructional priorities and focus students' attention on specific elements of an assignment. Criteria should be: Observable and measurable Important and essential Distinct from other criteria Phrased in precise, unambiguous language

23. STEP 3: DEFINE THE CRITERIA Making Apple Pie Criteria Example Criteria for apple pie filling: Apples were cut and prepared correctly for even baking.

24. FIX THESE APPLE PIE CRITERIA

25. STEP 3: DEFINE THE CRITERIA What would this look like as a holistic rubric?

26. STEP 3: DEFINE THE CRITERIA Your Turn – Define Your Criteria

27. STEP 4: DESIGN THE RATING SCALE

28. What would this look like on a holistic rubric?

29. STEP 4: DESIGN THE RATING SCALE

30. STEP 5: WRITE PERFORMANCE DESCRIPTORS FOR EACH SCALE POINT Good descriptors: Make sense on any scale. Describe observable and measurable behavior. Use parallel language in each point across the scale. Indicate the degree to which the standards are met.

31. FIX THE APPLE PIE DESCRIPTORS

32. APPLE PIE PERFORMANCE DESCRIPTORS

33. STEP 5: WRITE PERFORMANCE DESCRIPTORS FOR EACH SCALE POINT

34. FINAL PRODUCT Could the rubric you created be used again? Is the rubric easily modified for other uses? How does it compare to rubrics created by others? Assess your rubric

35. ONLINE RESOURCES Rubistar iRubrics Annenberg Rubric Generator Common Core Rubric Creation Tool

36. CLOSURE What questions do you still have about rubrics? Please complete the survey: http://bit.ly/rubrictrainingsurvey Thank you – mtorgrude@tie.netmtorgrude@tie.net http://mtorgrude.tie.wikispaces.net