Using Rubrics in the Classroom - Lynne Porter


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Lynne Porter
North Orange County Office of Education

The first part of this workshop gives an overview/review of rubrics as an instructional tool for both fostering and assessing student learning in a career-technical classroom. The second half focuses specifically on using rubrics-based performance evaluations to assess and grade student achievement of professional behaviors and attitudes.

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Using Rubrics in the Classroom - Lynne Porter

  1. 1. Today’s Agenda <ul><li>Define rubrics. </li></ul><ul><li>Understand how and when rubrics are used. </li></ul><ul><li>Understand advantages of rubrics. </li></ul><ul><li>Write a rubric. </li></ul><ul><li>Distinguish a variety of rubrics. </li></ul><ul><li>Evaluate student samples using a rubric. </li></ul><ul><li>Identify strategies for using rubrics in the classroom. </li></ul>
  2. 2. What is a rubric? <ul><li>Group activity </li></ul><ul><li>You go to a restaurant, are served, and go to pay the bill. How much of a tip do you leave? </li></ul><ul><li>Identify characteristics of waitperson who earns 10%, 15%, 20%. </li></ul><ul><li>Write on chart paper and post (15 minutes). </li></ul>
  3. 3. How are rubrics used? <ul><ul><li>To assess student performance </li></ul></ul><ul><ul><li>To show students what is expected of them </li></ul></ul><ul><ul><li>To instruct </li></ul></ul><ul><ul><li>To give students a model/guide against which they can assess their own work and set goals for progress </li></ul></ul><ul><ul><li>To evaluate students against real world standards </li></ul></ul>
  4. 4. How are rubrics used? <ul><ul><ul><li>To provide an objective measurement system for ‘soft skills’ and other work perceived to be subjective, such as writing and personal skills </li></ul></ul></ul><ul><ul><ul><li>To model how the real world works—i.e., performance evaluations </li></ul></ul></ul>
  5. 5. Using Rubrics <ul><li>Publish—and post—rubrics. </li></ul><ul><li>Involve students in designing rubrics. </li></ul><ul><li>Ask students to evaluate their work against rubrics and identify what they need to improve. </li></ul>
  6. 6. Using Rubrics <ul><li>Whining rubric </li></ul><ul><li>Care plan </li></ul><ul><li>Writing rubric </li></ul>
  7. 7. Designing Rubrics <ul><li>Identify aspects of performance and what the performance looks like at each level. </li></ul><ul><li>Describe what the student does or what the product looks like. </li></ul>
  8. 8. Resources for Developing Rubrics: <ul><li>Students! </li></ul><ul><li>Websites: </li></ul><ul><li> </li></ul><ul><li>Information on rubrics </li></ul><ul><li> </li></ul><ul><li>Performance assessment strategies, ideas, and information </li></ul><ul><li> / classweb/tools/rubric_builder.php </li></ul><ul><li>A great site for designing rubrics </li></ul>
  9. 9. Resources <ul><li>http:// </li></ul><ul><li>Rubric development resource site </li></ul><ul><li> </li></ul><ul><li>Rubric templates for educators </li></ul><ul><li> </li></ul><ul><li>Makes rubrics </li></ul>
  10. 10. California Career Technical Education Model Curriculum Standards <ul><li>11 Foundation Standards </li></ul><ul><ul><li>uniform in all industry sectors </li></ul></ul><ul><ul><li>mastery needed for success in all careers </li></ul></ul><ul><ul><li>reflect SCANS and Career Prep Standards </li></ul></ul>
  11. 11. California Career Technical Education Foundation Curriculum Standards <ul><li>1.0 Academics </li></ul><ul><li>2.0 Communication </li></ul><ul><li>3.0 Career Planning and Management </li></ul><ul><li>4.0 Technology </li></ul><ul><li>5.0 Problem Solving and Critical Thinking </li></ul><ul><li>6.0 Health and Safety </li></ul>
  12. 12. California Career Technical Education Foundation Curriculum Standards <ul><li>7.0 Responsibility and Flexibility </li></ul><ul><li>8.0 Ethics and Legal Responsibilities </li></ul><ul><li>9.0 Leadership and Teamwork </li></ul><ul><li>10.0 Technical Knowledge and Skills </li></ul><ul><li>11.0 Demonstration and Application </li></ul>
  13. 13. Assessing Foundation Standards <ul><li>Communication </li></ul><ul><li>Problem solving/critical thinking </li></ul><ul><li>Safety </li></ul><ul><li>Responsibility and Flexibility </li></ul><ul><li>Ethics and Legal Responsibilities </li></ul><ul><li>Leadership and Teamwork </li></ul>
  14. 14. Using Performance Evaluations <ul><li>Use at least twice quarterly for feedback and behavior modification. </li></ul><ul><li>Ask students to evaluate themselves and identify areas for improvement (goal-setting). </li></ul><ul><li>Then ‘conference’ with student—just a few each week. </li></ul>
  15. 15. Using Performance Evaluations <ul><li>Give positive feedback, followed by three area of focus for next evaluation. </li></ul><ul><li>Give student a copy. </li></ul><ul><li>Shake hands. </li></ul>
  16. 16. Scoring Methods <ul><li>25 items are scored on a scale of 1-4—4 being ‘very successful’ and 1 ‘not yet successful.’ </li></ul><ul><li>Scoring method 1 : Add the numbers & divide by 25 to get an average. </li></ul><ul><ul><li>4 =A </li></ul></ul><ul><ul><li>3.6-3.9 =A- </li></ul></ul><ul><ul><li>3.1-3.5 = B+ </li></ul></ul><ul><ul><li>3.0 = B </li></ul></ul><ul><ul><li>2.6-2.9=B- </li></ul></ul><ul><ul><li>2.1-2.5=C+ </li></ul></ul><ul><ul><li>2=C </li></ul></ul><ul><ul><li>1.6-1.9=C- </li></ul></ul><ul><ul><li>Less than that= D </li></ul></ul>
  17. 17. Scoring Methods <ul><li>Scoring method #2 </li></ul><ul><li>Simply total the items. </li></ul><ul><li>A to A- range=88-100 </li></ul><ul><li>B- to B+ range=65-87 </li></ul><ul><li>C+ to C- range =40-64 </li></ul>
  18. 18. Using Performance Evaluations as Part of Students’ Grades <ul><li>What if… </li></ul><ul><li>1/3 grade consisted of written work, including portfolio </li></ul><ul><li>1/3 was performance-based in skills areas </li></ul><ul><li>1/3 was performance evaluation </li></ul><ul><li>(OR ¼ for written, ¼ portfolio, ¼ skills, ¼ performance evaluation) </li></ul>
  19. 19. Questions? <ul><li>Contact information: </li></ul><ul><li>Lynne Porter </li></ul><ul><li>[email_address] </li></ul>