rubrics

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Rubrics: what? when? how? why?

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rubrics

  1. 1. RUBRICS: ADVANTAGES DULCE MA. MONTES DE OCA OLIVO P6
  2. 2. WHAT IS A RUBRIC? <ul><li>It also articulates gradations of quality for each criterion, from excellent to poor. </li></ul><ul><li>Goodrich 1997 </li></ul>
  3. 3. WHAT IS A RUBRIC? <ul><li>A rubric is a scoring tool that lists the criteria for a piece of work or “what counts” </li></ul>
  4. 4. Rubrics according to the CEF <ul><li>“ The instructions given to a candidate on how to respond to a particular input” </li></ul><ul><li>The rubric must present as clearly as possible the task which the examiner is setting the candidate. </li></ul>
  5. 5. Differences between Rubrics and checklists <ul><li>Rubrics are rating scales. </li></ul><ul><li>Checklists are used with performance assessment. </li></ul>
  6. 6. Why use rubrics? <ul><li>Rubrics: </li></ul><ul><li>are powerful tools for teaching and assessment, </li></ul><ul><li>can improve students perfomance as well as monitor it, </li></ul><ul><li>Help define “quality”, </li></ul>
  7. 7. Why use rubrics? <ul><li>Help students become more thoughtful judges of the quality of their own and others’ work (peer assessment), </li></ul><ul><li>Reduce the amount of time teachers spend evaluating student work, </li></ul><ul><li>Teachers appreciate rubrics because their “accordion” nature allows them to accommodate heterigeneous classes. </li></ul>
  8. 8. Steps in designing of scoring rubric <ul><li>Re-examine the learning objectives to be addressed by the task . </li></ul><ul><li>Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance . </li></ul><ul><li>Brainstorm characteristics that describe each attribute . </li></ul><ul><li>For holistic rubrics, write thorough narrative descriptions for excellent work and poor work incorporating each attribute into the description. </li></ul><ul><li>For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute . </li></ul><ul><li>For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes . </li></ul><ul><li>For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute . </li></ul><ul><li>Collect samples of student work that exemplify each level . </li></ul><ul><li>Revise the rubric, as necessary . </li></ul>
  9. 9. The key questions to consider when writing a rubric are: <ul><li>How clear is it? </li></ul><ul><li>How easy is it to understand? </li></ul><ul><li>How adequate is it? </li></ul><ul><li>How relevant is it? </li></ul><ul><li>How consistent are rubrics? </li></ul>
  10. 10. Sample of a rubric <ul><li>http://rubistar.4teachers.org/index.php?screen= ShowRubric&rubric_id =1253378& biography oral interview </li></ul>
  11. 11. Interview : Biography Oral Interview Often mumbles or can not be understood OR mispronounces more than one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks Clearly The presenter can not be heard or understood clearly. The presenter's voice is not easily heard but can be understood when heard. The presenter can be heard easily most of the time and can be clearly understood. The presenter can be heard/understood very clearly all of the time. Sound Quality The student did not prepare any questions before the interview. Before the interview, the student prepared several factual questions to ask. Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. Before the interview, the student prepared several in-depth AND factual questions to ask. Preparation 1 2 3 4 CATEGORY Teacher Name: Ms. Varela/Camacho/MontesdeOca Student Name:     ________________________________________
  12. 12. Most students needed note cards to talk and to answer questions. Most students showed excellent knowledge of content, but 1-2 often needed note cards to talk or answer questions. Students showed excellent knowledge of content, but once needed note cards to talk or answer questions. Students showed excellent knowledge of content, needing no cues and showing no hesitation in talking or answering questions. Knowledge Very little of the historical information was accurate and/or in chronological order. Most of the historical information was accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. All historical information appeared to be accurate and in chronological order. Historical Accuracy The student does not respond to questions in character. The student responds to some questions in character. Some answers are creative and demonstrate an understanding of the character's personality. The student responds to most questions in character. Answers are creative and demonstrate an understanding of the character's personality. The student responds to all questions in character. Answers are creative and demonstrate an understanding of the character's personality. Answers The student asks less than 15 questions. The student asks 15 questions. 5 questions relate to main events/accomplishments in the person's life. The student asks at least 15 questions. 5 questions relate to main events/accomplishments in the person's life. The student asks at least 15 interesting and creative questions. 5 questions relate to main events/accomplishments in the person's life. Questions Slouches and/or does not look at people during the presentation. Sometimes stands up straight and establishes eye contact. Stands up straight and establishes eye contact with everyone in the room during the presentation. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Posture and Eye contact It was hard to tell what the topic was.Does not seem to understand the topic very well. Stays on topic some (89%-75%) of the time. Shows a good understanding of parts of the topic. Stays on topic most (99-90%) of the time.Shows a good understanding of the topic. Stays on topic all (100%) of the time. Shows a full understanding of the topic. Content Stays on a topic

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