Paratesol Workshop on Rubrics

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This was a workshop prepared for Paratol members about using and creating rubrics to assess subjective language production..

This was a workshop prepared for Paratol members about using and creating rubrics to assess subjective language production..

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  • 1. Effective Use of Rubrics to Assess Student Learning Rocío Fusillo & Mirtha Insfrán Paratesol June 2009
  • 2. Oral Evaluations!!! What words come into mind?
  • 3. We must change from a model that PICKS winners… To one that CREATES winners… Harold Hodgkinson
  • 4. What is a Rubric? “A scoring tool that lists the criteria or 'what counts’ for a piece of work.“ Heidi Goodrich
  • 5. The Cookie… Which one is the best one???
  • 6. Let’s try again Follow the instructions…
  • 7. A good chocolate chip cookie should… Have enough chips… Be chewy and moist… Have a nice tan color… Have a buttery taste…
  • 8. A chocolate chip cookie that I would want to eat. 4 3 2 1 Number of Chips in 75 % chips 50% chips Less than chips every bite 50% chips Texture Consistently Chewy, Crunchy Dog Biscuit chewy crispy edges Color Golden Brown, with All brown, or Burned, too brown pale center all pale pale Richness Buttery, Medium fat Low fat Non fat High fat
  • 9. Assess each cookie…  Overall score  Delicious  Tasty  Edible  Not yet edible  By criteria  Number of chips  Texture  Taste  Richness
  • 10. Rubrics  Powerful communication tool  When shared among constituents it communicates in concrete and observable terms what we value most.  Provides a means to clarify our vision of excellence and conveys it to our students  Provides a rationale for assigning grades to subjectively scored assessments.
  • 11. Is it worth it? Teachers are very busy people. Is learning and using a new assessment tool worth it?
  • 12.  Rubrics help teachers teach in that they help clarify what teachers want students to learn.  Using rubrics help teachers think about the learning outcome, essential questions, and then target specific steps or performance tasks.  Rubrics help motivate students. Educational research has revealed that students are motivated by “real life” learning scenarios.  Rubrics demystify grades by defining teacher expectations. Most students want to “work for the A” and will work for it if they know what’s expected.  Because by their nature performance tasks encourage more than just memorizing facts “for the test”, real learning takes place.  Using rubrics helps to identify strengths and weaknesses in certain areas.
  • 13. In addition, with rubrics we can… Assess student Assess student Assess individual work in all work at all or group curriculum areas grade levels projects Provide students Let students know Provide students with a tool what they must do with a tool for to find success in for “peer “self assessment” the assignment assessment” Address multiple Use technology! Make adjustments intelligence for students with issues learning differences
  • 14. Creating Rubrics Performance Descriptors (column headings) Describes the qualitative and/or quantitative differences upon which student responses will be evaluated.  Let’s start with the simple terminology  It is a matrix (or table) with columns and rows Evaluative criteria (row headings) •Documentation of Events •Accuracy •Requirements •Legibility
  • 15. Main Components of Rubrics  Dimensions, Criteria, Traits, Attributes  Elements that characterize good performance of a task  Definitions and Descriptors  To specify and clarify the meaning of each dimension  Scale of Values  Numerical or Qualitative or Combination  Optional  Weights  Examples or Models
  • 16. Advantages of using rubrics For the Professor For Students Allow evaluation and Help them define "quality“ assessment to be more objective and consistent Promote student awareness about the criteria to use in Help focus to clarify his/her assessing peer performance criteria in specific terms Provide useful feedback Help students judge and revise regarding the effectiveness of their own work before handing the instruction in their assignments. Provide benchmarks against which to measure and Clearly show the student how document progress their work will be evaluated and what is expected
  • 17. Let’s try it! Developing a Rubric  Choose a learning goal or assignment.  Identify at least three (3) critical dimensions or elements of the task  Design a scale of at least 3 levels  For each dimension describe behaviors that represent each level of quality
  • 18. Tip Time… Remember…
  • 19.  Criteria clearly aligned with the requirements of the task and the stated goals and objectives.   Criteria should be expressed in terms of observable behaviors or product characteristics.  Scoring rubrics should be written in specific and clear language that the students understand. 
  • 20.  The number of points that are used in the scoring rubric should make sense.   The separation between score levels should be clear.    The statement of the criteria should be fair and free from bias.   There are no final versions!!!
  • 21. Caution… Don’t let the rubric stand alone: ALWAYS, ALWAYS provide specific “Comments” on your rubric and/or on the student product itself.
  • 22. This is VITAL!!! Sharing the rubric with students is vital—and only fair —if we expect them to do their best possible work.
  • 23. Thank you!!
  • 24. Works Consulted…  Effective Use of Rubrics. Power Point by Marta Colon de Toro.  Tips for Effective Rubric Design. Power Point by  Rubrics. Another Tool for Improving Students Performance. Power Point by Debbie Mattson  Northwetern Regional Educational Laboratory. 6+1 Traits Handbook  Mr. Cray Staggs, thanks for the videos!