Creating Meaningful Rubrics

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Updated: May 2014

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Creating Meaningful Rubrics

  1. 1. Creating Meaningful Rubrics that Assess Student Learning an interactive Professional Development workshop Presented by Stan Freeda Office of Educational Technology New Hampshire Department of Education
  2. 2. Resources BP-01 Creating and Using Meaningful Rubrics that Assess Student Work As defined by rubric guru Heidi Goodrich, a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" This course will give teachers the tools to clearly identify the goals and objectives of a student product and to assess various aspects of those student products. Participants will investigate various theories for creating rubrics, visit websites with online rubric creators and develop their skills for creating meaningful rubrics that can enhance the quality of their student work. Participants will engage in readings, discussion, exploratory activities and create rubrics that assess student products for learning while focusing students on the goals and objectives of their assignments.
  3. 3. Agenda
  4. 4. Competency Start with the end in mind. – Standard = Learning Determine how you will know learning has occurred - Assessment Develop the lessons and activities that give experience and practice with the performances you expect. Learning is a change in behavior with experience and practice.
  5. 5. Competency
  6. 6. Competency
  7. 7. Assessment Formative A range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance. During the lessons to help student and teacher. “for learning” Summative Refers to the assessment of the learning and summarizes the development of learners at a particular time. After the lessons to inform student and teacher. “of learning”
  8. 8. Assessment Validity Validity refers to how well the rubric measures what it is supposed to measure. One key to rubric validity is carefully selecting criteria that match the concepts and skills necessary to meet the standard. Reliability Reliability is the extent to which the rubric yields consistent results when used repeatedly under the same conditions. inter-rater reliability when two different graders use the rubric on the same performance and give similar scores. intra-rater reliability when one grader gets consistent results if one grade using the same rubric to judge the same performance at different times.
  9. 9. Rubrics the "rules" for regulating expected student performance the "established guidelines" for those evaluating the performance a "road map" that guides students to their destination the "publication" of criteria for performance
  10. 10. Purpose defines excellence helps teachers plan how students can achieve excellence aligns the criteria and instructional objective communicates the degree to which a student has accomplished the instructional objective makes the scoring of performance more accurate and consistent documents the procedure used in making judgments about student performance
  11. 11. Standards Academic / Content Standards Clearly defined statements and/or illustrations of what all learners are expected to know and be able to do. Broad and Abstract Ideas and Understandings
  12. 12. Performance Performance objectives / criteria / Learning objectives / indicators Statements which identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the training or instructional activity. Concrete and Observable Behaviors
  13. 13. Measurement Measurement scale / performance levels The scale is the range of possible performances divided into various levels of performance. The number of divisions in the scale should be determined by the ability to clearly separate the quality of the performance into definable performance levels. Basic  Proficient  Advanced Basic  Proficient  Accomplished  Advanced Beginning  Basic  Proficient  Advanced  Exceptional Immature  Basic  Developing  Proficient  Accomplished  Advanced
  14. 14. Rubrics Holistic ◦must make a judgment about the quality of ALL criteria simultaneously ◦the criteria are combined into paragraphs ◦must know subject matter VERYWELL Analytic ◦must make a judgment about the quality of the criteria ◦must determine the extent to which each dimension is present ◦numbers or words are used to evaluate level of performance
  15. 15. Rubrics a Holistic Rubric example criteria Proficient 3 points The student's project has a hypothesis, a procedure, collected data, and analyzed results.The project is thorough and the findings are in agreement with the data collected.There are minor inaccuracies that do not affect the quality of the project. Adequate 2 points The student's project may have a hypothesis, a procedure, collected data, and analyzed results.The project is not as thorough as it could be; there are a few overlooked areas.The project has a few inaccuracies that affect the quality of the project. Limited 1 point The student's project may have a hypothesis, a procedure, collected data, and analyzed results.The project has several inaccuracies that affect the quality of the project.
  16. 16. Rubrics an Analytic Rubric example ◦criteria in categories, description in the scale Criteria 4 points 3 points 2 points 1 point Has a plan for Investigation The plan is thorough The plan is lacking a few details The plan is missing major details The plan is incomplete and limited Use of Materials Manages all materials responsibly Uses the materials responsibly most of the time Mishandles some of the materials Does not use materials properly Collects the Data Thorough collection Some of the data Major portions of the data are missing The data collection consists of a few points
  17. 17. Rubrics an Analytic Rubric example ◦criteria is perfect exemplar, proportion met in the scale Criteria 4 points 3 points 2 points 1 point Has a detailed and thorough plan for the investigation Always Often Sometimes Rarely Manages the use of all materials responsibly Complete Almost Partially Incomplete Thoroughly collects and records all necessary data Thorough Most Some Few
  18. 18. Summary 1. Start with the Standard 2. Visualize the evidence necessary for achievement 3. Determine the Performance Criteria based on the evidence necessary 4. Determine the levels of performance 5. Refine with focus on validity and reliability 6. Try it out and revise as needed
  19. 19. Conclusion I’m confused. No wait… Maybe I’m not.
  20. 20. Resources
  21. 21. ContactInformation For more information Stan Freeda Stanley.Freeda@doe.nh.gov 603.271.5132

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