R u b r i c s
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R u b r i c s

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R u b r i c s R u b r i c s Presentation Transcript

  • RUBRICS
  • It is a scoring tool for subjective assessments. It is a setof criteria and standards linked to learning objectivesthat is used to assess a students performance on papers,projects, essays, and other assignments. Rubrics allow forstandardised evaluation according to specified criteria,making grading simpler and more transparent.(Wikipedia.org)
  • It is a scoring guide that seeks to evaluate a studentsperformance based on the sum of a full range of criteriarather than a single numerical score.A rubric is a working guide for students and teachers,usually handed out before the assignment begins inorder to get students to think about the criteria onwhich their work will be judged.Rubrics can be analytic or holistic, and they can becreated for any content area including math, science,history, writing, foreign languages, drama, art, music,etc...
  • A rubric is an explicit set of criteria used forassessing a particular type of work orperformance.Usually, it also includes levels of potentialachievement for each criterion, and sometimes alsoincludes work or performance samples that typifyeach of those levels.
  • It is a guide that gives direction to the scoring ofstudent products and other authentic evaluation.It is helpful in assessing products such as open-endedquestions, laboratory experiments, debates, oralpresentations, visual presentations, and writtenworks.
  • 3 COMMON FEATURES
  • focus on measuring a stated objective (performance, behavior, or quality) use a range to rate performance contain specific performance characteristicsarranged in levels indicating the degree to which a standard has been met (Pickett and Dodge)
  • COMPONENTS OF A RUBRIC Dimensions Rating Scales Descriptions
  • ADVANTAGES Teachers can increase the quality of their direct instruction by providing focus, emphasis, andattention to particular details as a model for students. Students have explicit guidelines regarding teacher expectations. It clearly shows what criteria must be met for a student to achieve a desired mark.
  • Students can use rubrics as a tool to develop their abilitiesTeachers can reuse rubrics for various activities.Force clarification of success in the classroom,establishing clear benchmarks for achievement
  • Types of Rubrics
  • ATTITUDE/SUBJECT GENERIC BEHAVIORSpecific Cooperativeor Task- Variety of group, preparedness,specific situations attentivenessrubrics
  • CREATING A RUBRIC
  • Have students look at models of good versus “not-so-good” workList the criteria to be used in the rubric and allow for discussion of what counts as quality work. Articulate gradations of quality. Practice on models
  • Ask for self and peer-assessment Revise the work based on that feedback Use teacher assessment
  • Guidelines when Writing Rubrics
  • 1. A rubric must include specific descriptionthat spell out each level of achievement. 2. The description must be listed in parallel fashion.3. Writing should be in descending level ofachievement. 1. A rubric must include specific description that spell out each level of achievement.
  • Determining the Levels of Rubrics
  • For a beginner, start simply with athree-level rubrics. Determine which areas are to be evaluated, e.g: content, procedure, process.The type of rubric you are going touse is based on instructional goals.
  • Variety of Performance Descriptions
  • Description for Six-Level Rubrics Exemplary 6 Exceptional Achivement Commendable 5 Strong Achievement Adequate 4 Capable Achievement Some Evidence of 3 Developing Achievement Limited Evidence of 2 Limited Achievement Minimal Evidence 1 Emergent of Achievement
  • Description for Five-Level Rubrics 5 Impressive Outstanding 4 Notable Very Effective 3 Adequate Effective 2 Minimal Marginally Effective 1 Incomplete Ineffective
  • Description for Four-Level Rubrics Complete 4 Awesome Understanding Adequate 3 Admirable Understanding Limited 2 Acceptable Understanding Little or No 1 Amateur Understanding
  • Description for Three-Level Rubrics 3 Strong High Achievement Adequate 2 Capable Achievement Limited 1 Developing Achievement
  • Team Work RubricOral Presenation RubricClass Participation Rubric Write Up Rubric Bulletin Board Fiction Writing
  • Thank You!!!
  • ANA Targets specific skills such asL organization, applying scientificY method, or using vivid verbs andT concrete nouns in writing.IC
  • H OUsed to assess a product in its Ltotality and to determine overall, Iwhat level of performance is Sshown. T I C