Identify the standards, skills, and objectives students will learn in the project
Determine what format the final product will take (see p.49 of Buck toolkit for final product ideas and examples)
Identify the criteria for the final product
Write the rubric
1. Identifying Standards You Will Assess
How much time you will spend on each standard for this course? (curriculum mapping guide)
What standards will you include?
6. Stability in an ecosystem is a balance between competing effects.
a. Students know bio diversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
2. Determine Final Product Format
Formal PPT Presentation
3. Identify the Criteria for the Project
WALK THROUGH THE PROJECT IN YOUR HEAD:
Visualize what the students will need to complete and what the end product will look like
Decide what is most important in the project in terms of content and skills
Create a list of “essentials” that must be included to meet the standards, skills, and the driving question of your project (higher order thinking should be reflected in final product )
If you don’t know what the final product should look like, how will your students meet your criteria?
4. Turning the Criteria Into Your Rubric
Start with the proficient section and list the items from your “essentials list”
Narrative includes a overall thesis about the uniqueness of the student interviewed
Narrative includes information in a logical, sequential order
Information included has clear significance and/or relevance to the thesis
Incidents mentioned have clear description of setting
Narrative includes sensory detail and feelings of the interviewee.
Writing the Rubric Write More Objective Statements (that move away from these kinds of statements, which are too vague and/or subjective)
Graphics are displayed creatively
Writing is enthusiastic and written in a fluid manner
Introduction uses an engaging strategy
Description goes ABOVE AND BEYOND in its description of the history of the event
Description includes many relevant facts or details.
With a partner, choose one of the statements above to rewrite in a more objective way!
Higher Order Thinking in Your Rubric Rubric Rhetoric- Cheat Sheet Rubrics are often one of the most difficult components to create when developing a Project Based Learning Unit. This “Cheat Sheet” provides lists of action verbs that you can use to help guide you as you write your next rubric. The verbs are based on Bloom’s Taxonomy and lend themselves to ideas of how students can demonstrate proficiency in key processes of learning. CRITERIA UNSATISFACTORY (Below Performance Standards) PROFICIENT (Minimal Criteria) ADVANCED (Demonstrates Exceptional Performance) Description (%) Students… List Tell Define Locate Recognize Explain Illustrate Describe Summarize Interpret Expand Convert Students… Demonstrate Apply Use Construct Find Solutions Collect Information Perform Solve Choose Appropriate Procedures Debate Differentiate Generalize Conclude Organize Determine Distinguish In addition to meeting the PROFICIENT criteria … Students… Create Design Plan Produce Compile Develop Invent Compare Decide Evaluate Conclude Contrast Develop Criteria Assess Appraise 0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25
Getting Students to USE the Rubric
Ideas on getting the students to use the rubric:
Journal prompts that require students to utilize the rubric
Peer revision activities/worksheets that utilize segments of the rubric
Have students generate “knows” and “need-to-knows” using the rubric
Allot time for practice presentations that require peers to evaluate using the rubric
Short workshops focused on one element/section of the rubric
At first, the Students won’t read the rubric unless you support them
How can I get the students use the rubric to guide their work? Peer Editing
Getting Students to USE the Rubric Journal Prompt Examples: In the Proficient column of the Science content rubric for this project what does it mean when it says “________________.” The rubric for this project required you to describe the history of the event, the demography of the area, and the physical geography of the environment. Which of these have you currently completed? In the space below summarize each of the three in 1-2 sentences each. Read through the rubric: Describe three things that you have to do in order to receive a “B” in the Math Content.
How can I get the students use the rubric to guide their work? Reference the Rubric throughout the project Reference the rubric throughout the project!
Crafting an Effective Rubric
Focus on the standards being assessed
Be specific, using objective language when possible
Make sure there isn’t one right answer or “right way” for students to address each requirement
If something isn’t on the rubric, it will not be assessed
What other rubric-writing strategies have been effective in your teaching experience?
Work on creating your list of “essentials that will be placed into your end-product rubric
You will receive multiple examples of rubrics from your trainers: