1. Rubrics One Step in Creating a Common Learning Vocabulary
2. Why Rubrics? Common Learning Vocabulary Tool for metacognition Tool for facilitating more peer review Make Explicit What We Value (derived from or lead to overarching standards) Carry skills acquisition across disciplines Shift conversation to progress over grades
3. Is it a Rubric? Rubric vs Checklist vs Point Sheet
4. Elements of a Rubric From:http://qualityrubrics.pbworks.com/Checklist
5. Types of Rubrics •describe domains of a product or performance separately •have limited descriptors for each attribute •allow for specific diagnostic feedback •describe the development of a process or product (i.e., reading, writing, problem solving, listening) •used by educators to make instructional decisions •Are written so that they may be used with more than one task of performance •Can be used across genres and even domains (problem solving, reading) •Are written for specific classroom tasks or assignments •Include language that specifically connects the rubric to the task or assignment students will complete Holistic Analytic Generic Task-Specific Developmental •Describe a product or performance as a whole •Rely on multiple descriptors •Are limited in value in terms of providing precise diagnostic information •May cause more scoring dilemmas
10. Where in TPACK Rubrics Live in the Pedagogy Bubble Electronic Mechanisms that can deliver, format, collate rubric results live in the tech bubble The content that is being assessed by the rubric lives in the content bubble
11. Assignments Collaboration/Team Work - Art Critical Thinking - Math Digital Product - Helfant Presentation - History Problem Solving - Science Research - Library Writing - English
12. Descriptors to Consider Impact (audience) Aesthetics Function Others? Sample at http://delicious.com/ehelfant/ACrubrics Shared Dropbox folder
