Workshop 5 How to Construct a Rubric
-
Upload
rheamaepagaranonyot -
Category
Documents
-
view
223 -
download
0
Transcript of Workshop 5 How to Construct a Rubric
-
7/24/2019 Workshop 5 How to Construct a Rubric
1/16
How to DevelopHow to Develop
a Rubrica Rubric
Jason Peake
-
7/24/2019 Workshop 5 How to Construct a Rubric
2/16
AA rubricrubricis a set of rules that. . .is a set of rules that. . .
Shows levels of quality.Shows levels of quality.
Communicates standards.Communicates standards.
Tells students expectations for task.Tells students expectations for task.
Are NOT checklists yes or no answers!.Are NOT checklists yes or no answers!.
-
7/24/2019 Workshop 5 How to Construct a Rubric
3/16
Parts of a RubricParts of a Rubric
DimensionsDimensions" referred to as criteria" encompass the" referred to as criteria" encompass the
knowled#e" skills" and understandin# to be assessed.knowled#e" skills" and understandin# to be assessed.
IndicatorsIndicatorsspecify the evidence used to $ud#e the de#ree tospecify the evidence used to $ud#e the de#ree to
which the dimension is mastered.which the dimension is mastered.
Rating ScalesRati
ng Scalesdiscriminate amon# the various levels ofdiscriminate amon# the various levels ofperformance.performance.
-
7/24/2019 Workshop 5 How to Construct a Rubric
4/16
Steps in Rubric DevelopmentSteps in Rubric Development
%etermine learnin# outcomes.%etermine learnin# outcomes.
&ach rubric item should focus on a different skill.&ach rubric item should focus on a different skill.
&valuate only measurable criteria.&valuate only measurable criteria.
'deally" the entire rubric should fit on one sheet of'deally" the entire rubric should fit on one sheet of
paper.paper.
(eevaluate the rubric. %id it work)!(eevaluate the rubric. %id it work)!
-
7/24/2019 Workshop 5 How to Construct a Rubric
5/16
Advantages of Using a RubricAdvantages of Using a Rubric
*owers students+ anxiety about what is expected of them.*owers students+ anxiety about what is expected of them.
,rovides specific feedback about the quality of their,rovides specific feedback about the quality of theirwork.work.
,rovides a way to communicate expectations and,rovides a way to communicate expectations andpro#ress.pro#ress.
&nsures all student work is $ud#ed by the same standard.&nsures all student work is $ud#ed by the same standard.
%isen#a#es the -halo effect and its reverse.%isen#a#es the -halo effect and its reverse. *eads students toward quality work.*eads students toward quality work.
-
7/24/2019 Workshop 5 How to Construct a Rubric
6/16
Holistic Analytic
Two Types of Rubrics
-
7/24/2019 Workshop 5 How to Construct a Rubric
7/16
Definition: One score or rating for the entire product or performance.
When to Use:
For a quick snapshot of overall status or achievement
When the skill or product to be assessed is simple; hen it hasonl! a single dimension.
Disadvantages:
"o students can get the same score for vastl! different reasons
#ot as good for identif!ing strengths and eaknesses and planning
instruction
#ot as useful for students to use.
Holistic Rubric
-
7/24/2019 Workshop 5 How to Construct a Rubric
8/16
Steps in DevelopmentSteps in Development
$fter !ou rite !our first paragraph of$fter !ou rite !our first paragraph of
the highest level% circle the ords inthe highest level% circle the ords in
that paragraph that can var!.that paragraph that can var!.
"hese ords ill be the ones that"hese ords ill be the ones that!ou ill change as !ou rite the less!ou ill change as !ou rite the less
than top level performances.than top level performances.
-
7/24/2019 Workshop 5 How to Construct a Rubric
9/16
Template for Holistic RubricsTemplate for Holistic Rubrics
ScoreScore %escription%escription
// %emonstrates complete understandin# of the problem. All%emonstrates complete understandin# of the problem. All
requirements of task are included in response.requirements of task are included in response.
00 %emonstrates considerable understandin# of the problem.%emonstrates considerable understandin# of the problem.All requirements of task are included.All requirements of task are included.
11 %emonstrates partial understandin# of the problem. 2ost%emonstrates partial understandin# of the problem. 2ost
requirements of task are included.requirements of task are included.
33 %emonstrates little understandin# of the problem. 2any%emonstrates little understandin# of the problem. 2anyrequirements of task are missin#.requirements of task are missin#.
44 %emonstrates no understandin# of the problem%emonstrates no understandin# of the problem
55 No response6task not attemptedNo response6task not attempted
-
7/24/2019 Workshop 5 How to Construct a Rubric
10/16
Analytical Rubric
Definition: &everal scores or ratings for a product or performance. 'ach score
represents an important dimension or trait of the performance or product.
When to Use:
Planning instruction ( sho relative strengths and eaknesses.
"eaching students the nature of a qualit! product or performance ( the!
need the details.
)etailed feedback to students or parents.
For complicated skills% products% or performances% for hich several
dimensions need to be clear.
Disadvantages:
&coring is sloer.
"akes longer to learn.
-
7/24/2019 Workshop 5 How to Construct a Rubric
11/16
Template for Analytic RubricsTemplate for Analytic Rubrics7e#innin#7e#innin#
44
%evelopin#%evelopin#
33
AccomplishedAccomplished
11
&xemplary&xemplary
00
ScoreScore
CriteriaCriteria
8484
%escription%escription
reflectin# be#innin#reflectin# be#innin#
level of performancelevel of performance
%escription%escription
reflectin#reflectin#
movement towardmovement toward
mastery level ofmastery level of
performanceperformance
%escription%escription
reflectin#reflectin#
achievement ofachievement of
mastery level ofmastery level of
performanceperformance
%escription reflectin#%escription reflectin#
hi#hest level ofhi#hest level of
performanceperformance
CriteriaCriteria8383
%escription%escriptionreflectin# be#innin#reflectin# be#innin#
level of performancelevel of performance
%escription%escriptionreflectin#reflectin#
movement towardmovement toward
mastery level ofmastery level of
performanceperformance
%escription%escriptionreflectin#reflectin#
achievement ofachievement of
mastery level ofmastery level of
performanceperformance
%escription reflectin#%escription reflectin#hi#hest level ofhi#hest level of
performanceperformance
CriteriaCriteria
8181
%escription%escription
reflectin# be#innin#reflectin# be#innin#
level of performancelevel of performance
%escription%escription
reflectin#reflectin#
movement towardmovement toward
mastery level ofmastery level ofperformanceperformance
%escription%escription
reflectin#reflectin#
achievement ofachievement of
mastery level ofmastery level ofperformanceperformance
%escription reflectin#%escription reflectin#
hi#hest level ofhi#hest level of
performanceperformance
CriteriaCriteria
8080
%escription%escription
reflectin# be#innin#reflectin# be#innin#
level of performancelevel of performance
%escription%escription
reflectin#reflectin#
movement towardmovement toward
mastery level ofmastery level of
performanceperformance
%escription%escription
reflectin#reflectin#
achievement ofachievement of
mastery level ofmastery level of
performanceperformance
%escription reflectin#%escription reflectin#
hi#hest level ofhi#hest level of
performanceperformance
-
7/24/2019 Workshop 5 How to Construct a Rubric
12/16
Basic TemplateBasic Template
ScaleScale
CriteriaCriteria
'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator
'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator
'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator
-
7/24/2019 Workshop 5 How to Construct a Rubric
13/16
or!shop Participant"s #nthusiasmor!shop Participant"s #nthusiasm
RubricRubric
$%& points'$%& points'&xemplary&xemplary AcceptableAcceptable NeedsNeeds
9ork9ork(etire(etire
:acial:acial
&xpression&xpression
Thou#htThou#ht
,rocess,rocess
2ovement2ovement
OralOral
,articipation,articipation
*right% lit up
'!es not blinking
Focused on
teacher
Wheels in high
gear
+uick% alert
motions
#on,stop on task
talkin
*right% lit up
'!es sometimes
focused onteacher
Wheels in rela-ed
motion
asual motions
"alks hen
needed or told
'!es gla/ed
over and
bloodshot
Wheels are
rust! and
slo
&luggish ( anoccasional
itch
Occasional
grunts
'!es
closed;
)rooping
Wheel isn0t
invented
oma
)rooling
#o sound
-
7/24/2019 Workshop 5 How to Construct a Rubric
14/16
Adapt your rubric to the task at hand.Adapt your rubric to the task at hand.
Apply the scoring system that best suits you.Apply the scoring system that best suits you.
Start small (Start small (keep adding and changing whenkeep adding and changing when
necessary)necessary)
Students should receive the assignmentStudents should receive the assignment
and rubric at the same time.and rubric at the same time.
Remember:
-
7/24/2019 Workshop 5 How to Construct a Rubric
15/16
%etermine appropriate and acceptable evidence of%etermine appropriate and acceptable evidence of
learnin#)learnin#)
2atch the assessment method with the task2atch the assessment method with the task
Show students models for what we are askin# to doShow students models for what we are askin# to do ;ive descriptive feedback about student performance;ive descriptive feedback about student performance
%on+t over
-
7/24/2019 Workshop 5 How to Construct a Rubric
16/16
Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.
Carol Tomlinson