Crossing the Rubricon:

Break Out Session

Work Sheets

Mindy Yale, PSAV Instructor

yalem@palmbeachstate.edu

1. Note some of the skills that students are asked to perform in your class, using whatever

method serves you best. ________________________________________________________________

Structured Divergent Thinkers: Unstructured Divergent Thinkers:

Skill List: Mind Map of Skills

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Perfectionists Skill List in Order of Importance,

My apologies for limiting your creative space

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2. _________________________

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5. _________________________

6. _________________________

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Crossing the Rubricon Development Day, Fall 2014 Mindy Yale

What do you want students to be able to do?

Start by describing a general action. For example, “Students will write a persuasive

essay”, “Students will solve problems using algebraic formulae”, “Students will identify

muscles involved in actions”.

Students will be able to:

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If you have an assignment in mind, write a more specific description of what you want

students to be able to do. For example, “Students will accurately identify the actions

involved in a movement sequence and the muscles responsible for those actions.” The

example from the show “Chopped” was: “Contestants will prepare a meal in 30 minutes

using mystery ingredients, demonstrating speed, skill and ingenuity.”

Students will be able to:

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Crossing the Rubricon Development Day, Fall 2014 Mindy Yale

Write the Learning outcome here: _____________________________________________

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Part 1: Identify the tasks involved in the Subject or Learning Outcome you established.

What tasks or skills are involved in performing the learning outcome?

What tasks or skills do you believe are useful, meaningful or significant?

What do you complain students can’t do?

Part 2: Clarify the criteria so that you have 3-5 specific tasks that you believe students

should do to perform the learning outcome.

Trade papers with your neighbor, read their learning outcome and the criteria listed under

part 2. Ask for clarification for any terms that you find to be somewhat vague or subjective.

Revise your criteria based on feedback, if necessary.

Crossing the Rubricon Development Day, Fall 2014 Mindy Yale

Provide simple but detailed descriptions of each performance level for each criterion.

Subject of Rubric __________________________________________________________

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Title: ___________________________________

Fill in the Criteria in Assign numbers (or Number and terms) for

This column: performance levels:

Crossing the Rubricon Development Day, Fall 2014 Mindy Yale

Crossing the Rubricon Development Day, Fall 2014 Mindy Yale

Title: __________________________________

Crossing the Rubricon Development Day, Fall 2014 Mindy Yale

Please take a moment to use the following rubric to score this presentation

on rubrics.

Crossing the Rubricon

1 Unacceptable

2 Poor

3 Developing

4 Proficient

5 Outstanding

The advantages of analytic rubrics were presented clearly.

Not at all. I have a poor understanding of the advantages of analytic rubrics

The advantages were presented but could use improvement.

The advantages of analytic rubrics were presented clearly.

The advantages of analytic rubrics were presented very clearly. I totally get it.

All components of a rubric were constructed in class.

No components were constructed or I only got as far as the topic.

I have a topic, learning outcome and a page filled with possible criteria.

I have a topic, learning outcome, criteria and some descriptions

I constructed all components and have 3 levels of performance. Descriptors may be incomplete.

I constructed all components and have 3 levels of performance with completed descriptors.

The constructed Rubric is ready to implement.

I chose not to construct one.

My rubric is prepared to become a paper airplane or origami swan.

I feel that mine needs major improvement before I can implement it.

Minor refinements could be made before implementing

Ready to implement!

Participants are confident that they have enough information to construct and grade rubrics on their own.

The information presented verbally, on PowerPoint and in the workbook was entirely insufficient. I will not cross the Rubricon.

Research beyond the course materials would be required for me to feel confident to construct rubrics on my own. I am not sure if I will be able to cross the Rubricon.

I received enough information but feel somewhat overwhelmed. I will feel more confident when I review the workbook on my own. I will cross the Rubricon eventually.

I feel confident that I can construct a basic rubric and expect my confidence to grow through practice. I am in the midst of crossing the Rubricon.

I have crossed the Rubricon!

Any additional comments you would like to share?

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Crossing the Rubricon Development Day, Fall 2014 Mindy Yale