Developing Rubrics forDeveloping Rubrics for
Performance-BasedPerformance-Based
AssessmentAssessment
The Languages Other Than EnglishThe Languages Other Than English
Center for Educator DevelopmentCenter for Educator Development
AgendaDeveloping Rubrics for Performance-Based Assessment
q Review of Performance-Based Assessment/
An Introduction to Rubrics
ß What is a Rubric?
ß Why Use Rubrics
q Rubric Design
ß The Basic Format
ß A Rubric Checklist
q From the Rubric to the Grade Book
ß Grades Reflect Achievement
ß Practice Makes Perfect!
T-1
T-2b
Teachers T
Evaluate E
Students’Knowledge K
Students’Skills S
TraditionalTests
Performance-BasedAssessment
What they can do with what they know
What they know
The RealWorld
Our Understanding of Rubrics - Test what you know ….True or False?
___1. An instructional rubric is usually a one or two page document that describes varying levels of quality for aspecific assignment.
___2. An instructional rubric is usually used with a relatively complex assignment, such as a long-term project, anessay, or a research paper.
___3. The purposes of an instructional rubric are to give students informative feedback about their work in progressand to give detailed evaluations of their final products or performances.
___4. Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a listof criteria and gradations of quality.
___5. Instructional rubrics are easy to use and to explain.
___6. Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.
___7. Instructional rubrics provide students with more informative feedback about their strengths and areas in needof improvement than traditional forms of assessment do and allow their learning to become more focused andself-directed.
___8. Instructional rubrics are developed when the performance task is developed and may involve both the learnersand the teacher.
___9. Instructional rubrics support the development of skills and understanding, while providing benchmarks againstwhich to measure and document progress.
__10. Instructional rubrics empower learners by involving them in the teaching/learning process.
__11. Instructional rubrics blur the distinction between instruction and assessment.
__12. Instructional rubrics can reduce the amount of the teacher’s paperwork because students area part of the process of assessment development.
T-3Based on Andrade, H.G. (2000). Using Rubrics to Promote Thinking & Learning.Educational Leadership, 57(5), 13-18.
Performance Task _________________________________
Criteria: ________ ________ ________ ________
QUALITY
T-4
Why Use A Rubric?
I wish I knewwhat the teacherwants from me.
I don’t knowif this is long
enough?I know I’llget an A.
I always do!
I worked on this fora long time. I hopethe teacher likes it.
“BR” (Before Rubrics)
ß I am the teacher. I know exactly what to look for in students’ work.Plus, I have lots of experience. So I can make the assessment.ß I’ll decide who does the best based on my experience! Actually, I
could give them grades without even going through the motions ofevaluating their work.
Help! The teacherlooks like she is
mad at me. That’snot a good sign.
T-5c
BuenosDías!
B+
C-
An Effective Rubric:
T-5e
Performance-based
CLEAR and CONCISE
Used in Planning and Assessment
Understood by Students and Teachers
Encourages Students to be Successful
Takes the GUESSWORK out of grading
Why Use A Rubric?
I’ll go first, Iknow exactlywhat to do.
I have allthe pointscovered.
This is goingto be a cinch.
Even if myvisual aid isnot great,I can stillmake a B.
Whew! I’m glad weplanned ahead with the
rubric. I knew whatwas expected.
“AR” (After Rubrics)
ß Wow! Using a rubric keeps everyone informed.ß The grading is so much faster and easier – and fair for all students.ß The students are so prepared they all have a chance to do well.
T-5f
punto 1punto 2
We the People of the United States,in Order to form a more perfect Union,
establish Justice, insure domesticTranquility, provide for the common
defence, promote the general Welfare,and secure the Blessings of Liberty toourselves and our Posterity, do ordain
and establish this Constitution forthe United States of America.
T-Warm up II
Very effectivelycommunicated,appropriate
Effectivelycommunicated,appropriate
Some ideas clear, somedifficulties
Unclear, significantdifficulties
No written sample, noeffort
Broad vocabulary;extensive andeffective use ofstudied words
Generally accuratewith some errors;adequate use ofstudied words
Errors in vocabularyinterfere withcommunication
Inadequate, repetitiveor incorrectvocabulary
No significant errors,control of grammaticalstructures studied
Generally accurate; fewsignificant errors inareas studied
Several significanterrors in areas studied
Constant patterns oferror in areas studied
Appropriate to task,many supportingdetails; exceeds allrequirements
Sufficient for task,adequate supportingdetails; meets allrequirements
Limited, somewhatincomplete; meetsmost requirements
Lacking, incomplete;meets fewrequirements
Exceeds all levelexpectations; createswith language
Meets all levelexpectationscompletely
Meets most levelexpectations
Minimally meetssome levelexpectations; overlysimple
communication, accuracy levelcomprehensibility vocabulary structure content requirements
4
3
2
1
0
Rubric for Written WorkRubric for assessment of writing samples (compositions)
Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-8
T-9
8:30 Stand up8:30.3 Say Guten Tag!8:30.7 Call roll8:31 Begin to collect
homework8:31.37 Finish collecting homework8:32 Ask students to open books8:32:10 Open book8:32:15 Turn to page 328:32:18 Look up
There is such a thing as being too organized!
Message successfullyand accuratelycommunicated
Message almostentirely communicated
Message generallycomprehensible
Message communicatedwith great difficulty
No show, no speech,no effort
Message carried inseries of completesentences whenappropriate
Message carriedmostly by completesentences whenappropriate
Message carriedprimarily by shortphrases or singlewords
Message carried onlyby single words
Broad vocabulary;extensive and effectiveuse of studied words
Generally accurate withsome errors; adequateuse of studied words
Errors in vocabularyinterfere withcommunication
Inadequate, repetitiveor incorrect vocabulary
No significant errors,control ofgrammaticalstructures studied
Generally accurate;few significant errorsin areas studied.
Several significanterrors in areasstudied.
Constant patterns oferror in areas studied
Self correctionincreasescomprehensibility
Most self correctionis successful
Some self correctionis successful
Self correction rareand unsuccessful
accuracycommunication text vocabulary structure self-correction
4
3
2
1
0
Rubric for SpeakingRubric for assessment of oral production (modified oral proficiency interview)
Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-10
Performance Task ________________________________
_____ = _____ + _____ + _____ + _____ + _____ Grade
T-11
QUALITY
Criteria: ______ ______ ______ ______ ______
You made it!
Start Here
PerformanceExpectations
(Rubrics)What we expect
students to knowand be able to do
PerformanceExpectations
(Rubrics)What we expect
students to knowand be able to do
Start Here
Program Goals• Communication• Cultures• Comparisons• Connections• Communities
Program Goals• Communication• Cultures• Comparisons• Connections• Communities
Progress Checkpoints• Novice• Intermediate• Advanced
Progress Checkpoints• Novice• Intermediate• Advanced
PerformanceAssessment
(Rubrics)What students
demonstrate theyknow and are
able to do
PerformanceAssessment
(Rubrics)What students
demonstrate theyknow and are
able to do
The Planning Pathof the Rubric Road
T-15
Points to Progress(Rubrics)
Assigning grades inthe grade book based
on performance
Points to Progress(Rubrics)
Assigning grades inthe grade book based
on performance
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