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Grading Ppt


Rubrics vs. Traditional Grading

Rubrics vs. Traditional Grading

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  • 1. Grading; Academic Feedback & Assessment
  • 2. The beginning of grading systems we know today…
  • 3. •In the 1800’s students were taught in one room classrooms. •Teachers reported students progress orally to parents, usually in their home over a meal or cup of tea. •Students remained on their grade level until they mastered the curriculum. •Between 1870-1910 federal mandatory attendance laws created an influx of students. •Students were separated by grades. •Secondary schools began using percentages for academic assessment because of the volume of students.
  • 4. •In 1912, two researchers Starch & Elliot experimented on the subjectivity of teacher assessment. •They discovered a wide disparity in grades rewarded by teachers. •This subjectivity resulted in the scaling of numeric grades into letter grades to reduce variation. Grade Percentage Comment A 90-100 Excellent Above B 80-89 Average C 70-79 Average Below D 60-69 Average F 0 - 59 Failure
  • 5. 4 Steps for Assessment(Cal dwell,2002) 1. Identify what we want to assess. 2. Collect evidence. 3. Analyze the evidence. 4. Make a decision and act on the decision.
  • 6. Traditional Formal Grading Method Pros Cons Quick and easy for teachers • Ambiguous feedback; does not • to calculate and record. explain areas for improvement. Chromatic variants may be • Applies a quantitative scale to a • used (+, -). qualitative process. Immediate grade recognition. • Inconsistent standards between • ordinal number grades. Motivates students to strive. • • Anything less than an “A” is Acknowledged by colleges for • perceived as negative feedback. admittance standards. • Encourages shallow learning.
  • 7. Out with the old grading methods…
  • 8. In with the new… Rubrics
  • 9. What is Rubrics? • Rubrics is a holistic approach to assessment that was developed in the 1960’s by the Educational Testing Services(ETS). • Rubric is a flexible assessment tool that provides students with a detailed framework of standards before beginning the task.
  • 10. Rubric can be created for any content area including… Music Drama Math Writing Art Languages Science Physical Education
  • 11. Creating a Rubric 1. Identify exactly what is to be scored. 2. Define the scale (point range) of the rubric. 3. Create descriptions for each performance level. 4. Define a continuum of quality, and performance levels. Beginning Developing Accomplished Exemplary Score 2 3 4 1 Task 1 Feedback Performance Performance Performance Criteria Criteria Criteria Task 2 Feedback Performance Performance Performance Criteria Criteria Criteria . Task3 Performance Performance Performance Criteria Criteria Criteria Feedback Task 4 Feedback Performance Performance Performance Criteria Criteria Criteria
  • 12. Rubric Example Beginning Developing Accomplished Exemplary Score 1 2 3 4 Contributions to group Participation was Observations were Included details Comments discussions. minimal. made about the about from several work as a whole. viewpoints. Word list generated. Journal Entries/Word Few words New vocabulary Comments Bank transcribed used in context. Written comparison of Few ideas Some new Writing shows Comments vocabulary used similarities between art expressed, with little examples of and writing. comparisons. or no usage of new vocabulary. Correct usage and Complete sentences Final draft utilizes Shows evidence of Comments writing mechanics. with correct complete sentences revision, editing and proofreading. capitalization and and one main idea punctuation. per paragraph.
  • 13. Rubric System Pros Cons • Time consuming for teachers • Provides students with detailed to formulate and report. framework of standards prior to task. • Relies on teacher judgment and subjectivity. • Motivates students to improve methods, adjust effort and • Students ignore lengthy evaluate goals. feedback explanations. • Encourages deep learning. • Criteria standards to earn “4” is subjective to policy standards. • Supports objective testing.
  • 14. • YouTube - Grading Assesment
  • 15. Why has the numeric/letter method endured? How can the Rubrics method work for you and your students?
  • 16. Works Cited • Caldwell, Joanne (2002). Reading Assessment: A Primer for Teachers and Tutors. New York, NY: Guilford. • Draper, Stephen W.. quot;What are learners actually regulating when given feedback?.quot; British Journal of Educational Technology. 40(2009): 306-315. • • Freedman, Sarah Warshauer (1993).Linking Large-Scale Testing and Classroom Portfolio Assessment of Student Writing. Educational Assessment. 1, 27-52 • Koivula, Nathalie, Peter Hassmen, and Darwin P. Hunt. quot;Performance on the Swedish Scholastic Aptitude Test: Effects of Self-Assessment and Gender.quot; Sex Roles 44(2001): 629-642. • • • •