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Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
Assessment and rubrics brands 3.5.10
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Assessment and rubrics brands 3.5.10

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  • 1. Seminar #4 Assessment & Rubrics Chris Brands
  • 2. Assessment Beliefs • Good assessment improves student learning, not just monitors it. • Good assessment values the process as well as the product of learning. • Good assessment reveals the criteria by which student performance is judged. These criteria are understood in advance, are explicit, and are appropriate to the task.
  • 3. “If assessment is authentic, ongoing, and integrated with classroom instruction, then it is easy to see that it will take many different forms” -Stiggins
  • 4. Performance-Based Assessment • Assessment tasks that require a student to construct a response, create a product, or demonstrate applications of knowledge • Performance is often related to a continuum of agree-upon standards of proficiency or excellence.
  • 5. Have you ever heard that a little hard work up front saves time in the end?
  • 6. Why Use Rubrics? • Rubrics can be an integral part of the teaching and learning process – Give students a basis for self-assessment – Promote independent learning – Eliminate vague assessment criteria and overly subjective performance behavior
  • 7. • Both a formative and a summative assessment – Formative assessment because it defines criteria for student performance in advance (Instructional) – Summative assessment because it will be the basis for determining a grade for the project (Evaluation) Characteristics of a Rubric
  • 8. • It articulates gradations of quality for each criterion, from excellent to poor. • As such, they support the mandate for authentic (“real world”) assessment stated in national standards across the curriculum.
  • 9. Teachers Use Rubrics to… • Answer the question “Why did you give me a D?” • Define expectations for learners and for themselves by clearly showing students how their work will be evaluated • Link assignments clearly to curricular goals D? ? ? ? ? ? ? ? ? ? ?
  • 10. AND • Rubrics reduce the amount of time teachers spend evaluating student work. • Teachers tend to find that by the time a piece has been student- assessed according to a rubric, they have little left to say about it. • Teachers can then often simply check an item in the rubric, rather than struggling to explain the flaw or strength they have noticed, and trying to figure out what to suggest in terms of improvements. • Rubrics provide students with more informative feedback about their strengths and areas in need of improvement.
  • 11. Students Use Rubrics to… • Answer the question “Why did I get a D?” • Take more responsibility for their learning • Increase independence • Lower anxiety about assignments and projects D? ? ? ? ? ? ? ? ? ? ?
  • 12. More Advantages of using Rubrics in Assessment: • They allow assessment to be more objective and consistent. • They focus the teacher to clarify the criteria in specific terms. • They clearly show the student how their work will be evaluated and what is expected. • Provide useful feedback regarding the effectiveness of the instruction. • Provide benchmarks against which to measure and document progress.
  • 13. Constructing a Rubric: • Know the goals for instruction • Know the specific skills that you want students to develop throughout the activity/assignment. • What are the learning outcomes? • Decide on the structure of the rubric; holistic or analytical -- what fits best for the task? • Determine the levels of performance • Are there levels of performance specific to each criteria? • Share the rubric with your students • Students should have an opportunity to see, discuss, or even design the rubric prior to the performance, project, activity, assignment, etc.
  • 14. Criteria Below Average 1 Point Good 3 Points Excellent 5 Points Number of chips Texture Color Size Cookie Rubric
  • 15. Below Average Good Excellent Number of chips Too few chips Chips in 75% of bites Chip in every bite Texture Like a dog biscuit Chewy middle, crispy edges Chewy Color Burned Too brown or too light Golden brown Size Smaller than 2 inches in diameter Smaller than three inches, but larger than 2 Larger than 3 inches in diameter Cookie Rubric
  • 16. • When teachers begin designing assessments as part of their lesson planning, the process forces them to think carefully about what they’re going to teach, and what they expect students to learn. • Prepare rubrics as guides students can use to build on current knowledge. • Consider rubrics as part of your planning time, not as an additional time commitment to your preparation. Rubrics & Lesson Planning
  • 17. Rubrics are basically a simplified way to grade a complicated assignment.
  • 18. The Lesson Plan Assignment • Hand out explaining the lesson plan assignment due Wednesday 3/10

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