1. THREE DIMENSIONS OF A HIGH-QUALITY RUBRIC Created by Shauna Denson “Classroom Assessment for Student Learning”(J. Chappuis)

3. The elements of quality essential to achieve the intended learning target.

4. …defines the intended learning targets by describing WHAT is required to do it well.

5. TARGET ALIGNMENT Match to ESSENTIAL ELEMENTS

6. I.Content of the Rubric A. Target Alignment

7. Criteria should only focus on features that contribute to doing well on the learning target. (knowledge, reasoning, skill, product)

8. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements

9. Represents best thinking in the field about what it means to perform well on the intended learning targets.

10. Sending the message that what is left out is unimportant. Generating incomplete information on which to plan future instruction. Providing no feedback to students on the quality of valued elements.

12. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II. Structure of the Rubric

13. Structure is how the rubric is organized: criteria are defined that represent important dimensions of quality.

14. Organizes descriptors so that user can create an accurate picture of strengths and weaknesses Contributes to ease of use

15. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria

16. Should be sufficient to reflect the complexity of the learning target and its intended use.

17. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria B. Independence of Criteria

18. Multiple criteria should be independent of one another. Same or similar descriptors should appear in only one criterion.

19. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria B. Independence of Criteria C. Grouping of Descriptors

20. In multiple criteria, all descriptors should fit under the criterion they are assigned to.

21. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria B. Independence of Criteria C. Grouping of Descriptors D. Number of Levels

22. The number of levels of proficiency defined within each criterion should fit the complexity of the target and intended use of the data as well. The quantity of levels should be able to reflect typical stages of student understanding.

24. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria B. Independence of Criteria C. Grouping of Descriptors D. Number of Levels III. Descriptors in the Rubric

25. The details that separates the levels Accurately represent the criteria Are clear and completely stated

26. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria B. Independence of Criteria C. Grouping of Descriptors D. Number of Levels III.Descriptors in the Rubric A. Kind of Detail

27. Wording should be descriptive of the work Should assist in defining levels that diagnose student’s strengths and weaknesses Changes in frequently used descriptors should indicate changes in quality.

28. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria B. Independence of Criteria C. Grouping of Descriptors D. Number of Levels III.Descriptors in the Rubric A. Kind of Detail B. Content of Levels

29. Rubric levels should be parallel in their references Each indicator of quality should be mentioned in all levels

30. I.Content of the Rubric A. Target Alignment B. Match to Essential Elements II.Structure of the Rubric A. Number of Criteria B. Independence of Criteria C. Grouping of Descriptors D. Number of Levels III.Descriptors in the Rubric A. Kind of Detail B. Content of Levels C. Formative Usefulness

31. Should function as effective feedback to students and teachers Should lead to clear conclusions about strengths and areas of weaknesses Should assist teachers in determining what to teach next, including whole group reteaching Should be written in a student-friendly language

32. WHAT DO YOU CONSIDER WHEN CONSTRUCTING A HIGH QUALITY RUBRIC? I. CONTENT OF THE RUBRIC II. STRUCTURE OF THE RUBRIC III. DESCRIPTORS IN THE RUBRIC

33. Book: 1 al.], J. C. (2012, 2007). Classroom Assessment for Student Learning. Upper Saddle River: Pearson Education, Inc. www.creepyhalloweenimages.com