Rubrics presentation

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This presentation intends to exemplify the way you can construct rubrics for your classes.

This presentation intends to exemplify the way you can construct rubrics for your classes.

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  • 1. RUBRICS A USEFUL TOOL FOR ASSESSING STUDENTS’ PERFORMANCE
  • 2. What is a Rubric?
    • A Rubric is an authentic assessment tool used to measure students’ work.
    • A Rubric is “a scoring tool that lists the criteria for a piece of work”. (Goodrich H.)
    • A Rubric is a scoring guide used to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score.
    • A Rubric is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
  • 3. Listening Skills Rubric Unable to identify the main idea, general, and specific information. Fails to infer information. Many problems at recognizing vocabulary and expressions. Unsatisfactory 59 or fewer Still able to identify the main idea, general, and specific information. Still shows ability to infer implied information Some problems at recognizing vocabulary and expressions. Fair 69-60 Good at identifying the main idea, general, and specific information. Shows some ability to infer implied information. Some minor problems at recognizing vocabulary and expressions. Good 79-70 Very Good at identifying the main idea, general, and specific information. Shows good ability to infer implied information. Almost no problems at recognizing vocabulary and expressions. Very Good 89-80 Excellent at identifying the main idea, general, and specific information. Accurately infers implied information. No problems at recognizing vocabulary and expressions. Excellent to Very Good 100-90
  • 4. Speaking Skills Rubric Extreme difficulty in communication in any subject. Failure to understand adequately and to make him/herself understood. Unsatisfactory 59 or fewer Understanding very limited, although communication on everyday topics is possible. Many errors of phonology grammar and lexis. Fair 69-60 Verbal communication usually fairly satisfactory. Repetition and rephrasing sometimes necessary. Experiences some difficulties in communicating. Some errors of phonology grammar and lexis. Good 79-70 Satisfactory verbal communication. Limited number of errors of grammar, lexis or pronunciation. Occasional self-corrections. Little difficulty in understanding. Very Good 89-80 Excellent to very good use of English. Quite clear oral production. Experiences little or no difficulty in understanding. Almost no errors of phonology, grammar or lexis. Excellent to Very Good 100-90
  • 5. Reading Skills Rubric Fails to understand the text and its relationships. Unable to identify main ideas, supporting details and specific information. Many difficulties in recognizing vocabulary and structure. Unsatisfactory 59 or fewer Fair understanding of the text and its relationships. Still able to identify some main ideas, supporting details and specific information. Difficulty in recognizing vocabulary and structure. Fair 69-60 Good understanding of the text and its relationships. Able to identify main ideas, supporting details and specific information. Some problems in understanding inferences. Some difficulty in recognizing vocabulary and structure. Good 79-70 Satisfactory understanding of the text and its relationships. Good at identifying main ideas, supporting details and specific information. Few problems in understanding inferences Little difficulty in recognizing vocabulary and structure. Very Good 89-80 Demonstrates an excellent to very good understanding of the text and its relationships. Very good at identifying main ideas, supporting details and specific information. Almost no problems in understanding inferences. Little or no difficulty in recognizing vocabulary and structure. Excellent to Very Good 100-90
  • 6. Writing Skills Rubric No content points elaborated. Lack of sentence and paragraph level cohesion and coherence. No range of structures and vocabulary. Mostly irrelevant to content. Communication is disrupted due to numerous inaccuracies Unsatisfactory 59 or fewer Some content points elaborated. Frequent lack of paragraph level cohesion and coherence. Occasionally relevant to content. Limited range of structures and vocabulary. Frequent inaccuracies that disrupt communication Fair 69-60 Many content points elaborated. Enough sentence and paragraph level cohesion and coherence. Enough range of structures and vocabulary. Still relevant to content. Some inaccuracies that do not disrupt communication Good 79-70 Most content points elaborated. Good sentence and paragraph level cohesion and coherence. Good range of structures and vocabulary. Overall relevant to content. Occasional inaccuracies that do not disrupt communication Very Good 89-80 All content points elaborated. Fully coherent text. Cohesive on both sentence and paragraph level. Wide range of structures and vocabulary. Relevant to content. Few inaccuracies that do not disrupt communication Excellent to Very Good 100-90
  • 7. Vocabulary Skills Rubric Lack of vocabulary knowledge. Misspelled words. Unable to identify word meaning. Fail 59 or fewer Still acceptable vocabulary knowledge. Still able to identify word meaning. Some spelling problems without fully interfering understanding. Fair 69-60 General vocabulary knowledge. Able to identify word meaning. Some spelling problems without interfering understanding. Good 79-70 Good vocabulary knowledge. Good at identifying word meaning. No problems with spelling. Very Good 89-80 Complete knowledge of vocabulary. Excellent at identifying word meaning. No spelling problems. Excellent 100-90
  • 8. Grammar Skills Rubric The student has not internalized grammatical and usage patterns. He/she is not able to manipulate the language to express meaning. A large number of grammar and usage errors impair linguistic performance. Immediate remedial action is required. Unsatisfactory 59 or fewer The student has internalized part of the grammatical and usage patterns. He/she is still able to manipulate the language to express meaning. However, grammar and usage errors almost impair linguistic performance. Remedial action is necessary. Fair 69-60 The student has internalized grammatical and usage patterns. He/she is good at manipulating the language with some accuracy and confidence. Some errors do not seriously impair linguistic performance. Good 79-70 The student demonstrates very good command of grammatical and usage patterns. He/she is very good at manipulating the language with accuracy and confidence Some minor grammatical and usage discrepancies do not interfere with his/her linguistic competence. Very Good 89-80 The student demonstrates very high command of grammatical and usage patterns. The student is excellent at manipulating the language with accuracy and confidence. Very occasional errors that do not interfere with meaning. Excellent to Very Good 100-90
  • 9. SCORING RUBRIC FOR CLASS PARTICIPATION Total----> ____ Student is almost never prepared for class with assignments and required class materials. Student is rarely prepared for class with assignments and required class materials. Student is usually prepared for class with assignments and required class materials. Student is almost always prepared for class with assignments and required class materials. Preparation ____ Student almost always displays disruptive behavior during class. Student occasionally displays disruptive behavior during class. Student rarely displays disruptive behavior during class. Student almost never displays disruptive behavior during class. Behavior ____ Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak. Student does not listen when others talk, both in groups and in class. Student listens when others talk, both in groups and in class. Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others. Listening Skills ____ Student never contributes to class by offering ideas and asking questions. Student rarely contributes to class by offering ideas and asking questions. Student proactively contributes to class by offering ideas and asking questions once per class. Student proactively contributes to class by offering ideas and asking questions more than once per class. Level Of Engagement In Class ____ Student is late to class more than once a week and/or has poor attendance of classes. Student is late to class more than once every two weeks and regularly attends classes. Student is late to class once every two weeks and regularly attends classes. Student is always prompt and regularly attends classes. Attendance / Promptness 1 2 3 4
  • 10. PORTFOLIO RUBRIC 1 2 3 4 Portfolio contains little of the required material. Portfolio contains some of the required material. Portfolio contains most of the required material. Portfolio contains all of the required material. CONTENTS The portfolio does not demonstrate the student’s skills, abilities, and knowledge. The portfolio does little to demonstrate the student’s skills, abilities, and knowledge. The portfolio helps to demonstrate the student’s skills, abilities, and knowledge . The portfolio demonstrates well the student’s skills, abilities, and knowledge of the subject. OVERALL PORTFOLIO IMPACT Student spoke unclearly, seldom made appropriate eye contact with audience and had difficulty answering questions. Student spoke relatively clearly most of the time, made eye contact with audience and was able to answer some questions. Student spoke clearly, made appropriate eye contact with audience and confidently answered questions. Student spoke clearly, made appropriate eye contact with audience and confidently answered questions. PORTFOLIO PRESENTATION Few of the Reflections include personal reactions that are descriptive and insightful and relate to the stated principle. Some of the Reflections include personal reactions that are descriptive and insightful and relate to the stated principle. Most of the Reflections include personal reactions that are descriptive and insightful and relate to the stated principle. All Reflections include personal reactions that are descriptive and insightful and relate to the stated principle PERSONAL REFLECTION Errors in spelling, punctuation or grammar are numerous. Errors in spelling, punctuation or grammar are evident. There are few errors in spelling, punctuation or grammar. There are no errors in spelling, punctuation or grammar. MECHANICS Portfolio shows some attempt at organization. A Reader has difficulty finding things Portfolio is fairly well organized. A Reader may have a little difficulty finding things. Portfolio is well organized. A Reader has little difficulty finding things. Portfolio is completely and neatly organized. A Reader can easily find things. ORGANIZATION Random Selection of Sample Documents. No knowledge of INTASC Principles displayed. Samples show some student progress and some knowledge of INTASC Principles Samples show student progress and some knowledge of INTASC Principles. Samples show student progress and knowledge of INTASC Principles CHOICE OF DOCUMENTATION
  • 11. ADVANTAGES OF USING RUBRICS
    • Rubrics improve student performance by clearly showing the student how their work will be evaluated and what is expected.
    • Rubrics help student become better judges of the quality of their own work.
    • Rubrics promote student awareness about the criteria to use in assessing peer performance.
    • Rubrics force the teacher to clarify his/her criteria in specific terms.
    • Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction.
    • Rubrics reduce the amount of time teachers spend evaluating student work.
    • Rubrics allow assessment to be more objective and consistent.
  • 12. RUBRIC GENERATORS
    • Rubistar
    • http ://rubistar.4teachers.org
    • teAchnology
    • http:// teach - nology.com / web_tools / rubrics
    • Tech4Learning
    • http://www.tech4learning.com/
  • 13.