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5 EXAMPLE: Rubric used in an Adapted Physical Education Classroom Andrade, H. G. (2005) Teaching with Rubrics: The Good, the bad, and the ugly. College Teaching, 53(1), 27-30. Block, M. B., Lieberman L.J. & Connor-kuntz, F. (1998) Authentic assessment in adapted physical education. Journal of Physical Education, Recreation & Dance, 69(3), 48-55. DOI: 10.1080/07303084.1998.10605094 Jackson C.W., Larkin M.J. (2002) RUBRIC: teaching students to use grading rubrics, Teaching Exceptional Children, 35(1), 40-45. RULES FOR RUBRICS: 1. LOOK AT MODELS 2. LIST THE CRITERIA 3. ARTICULATE GRADIATIONS OF QUALITY 4. PRACTICE ON MODELS 5. USE SELF ASSESSMENT AND PEER ASSESSMENT 6. REVISE 7. USE TEACHER ASSESSMENT More information: Quality of work is given a certain grade that can be demonstrated in the rubric. Checklists can also be placed on a rubric or as a rubric. Remember that Rubrics are a GOAL. Since the beginning of the project or activity students and teachers both know what is expected.
Transcript of More%information:%msbradfordsclassroom.weebly.com/.../4/1/...rubrics.pdf · ! ! ! 5!...
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EXAMPLE: Rubric used in an Adapted Physical Education Classroom
Andrade, H. G. (2005) Teaching with Rubrics: The Good, the bad, and the ugly. College
Teaching, 53(1), 27-30. Block, M. B., Lieberman L.J. & Connor-kuntz, F. (1998) Authentic assessment in
adapted physical education. Journal of Physical Education, Recreation & Dance, 69(3), 48-55. DOI: 10.1080/07303084.1998.10605094
Jackson C.W., Larkin M.J. (2002) RUBRIC: teaching students to use grading rubrics, Teaching Exceptional Children, 35(1), 40-45.
RULES FOR RUBRICS: 1. LOOK AT MODELS 2. LIST THE CRITERIA 3. ARTICULATE GRADIATIONS OF QUALITY 4. PRACTICE ON MODELS 5. USE SELF-‐ASSESSMENT AND PEER ASSESSMENT 6. REVISE 7. USE TEACHER ASSESSMENT
More information: -‐ Quality of work is given a certain grade that can be demonstrated in the rubric. -‐ Checklists can also be placed on a rubric or as a rubric. -‐ Remember that Rubrics are a GOAL. -‐ Since the beginning of the project or activity students and teachers both know what is expected.
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Grading Ru
brics
By: Gabriel
a
Martínez
Rubrics help students understand what the teacher expects from a certain task, project or behavior. Also, rather than knowing the expectations from the teachers perspective students can self-assess as well as to their peers. Rubrics can be accommodated and expanded to include every type of student!
WHAT ARE RUBRICS? Rubrics are grading guidelines to follow for assessment. Two types of rubrics are Analytic:
-‐ Process oriented -‐ Uses activities as
individual acts and then are score are added for a total
Holistic:
-‐ Does not use activities as individual, an activity is scored entirely
-‐ Product oriented
-‐ Used when an activity cannot be easily split into different activities
Students with LD look at Rubrics to self-assess to remove themselves from “bad” grades. - Knowing what is expected can help students determine their progress! - Students get feedback by referring to their Rubrics! -No more, “I didn’t know what we had to do on…”
