Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Using Rubrics in the Classroom - Lynne Porter

4,471 views

Published on

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.

Published in: Education
  • Login to see the comments

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>www.ncsu.edu/midlink/ho.html </li></ul><ul><li>Information on rubrics </li></ul><ul><li>http://intranet.cps.k12.il.us/assessments/ </li></ul><ul><li>Performance assessment strategies, ideas, and information </li></ul><ul><li>www.landmark-project.com / classweb/tools/rubric_builder.php </li></ul><ul><li>A great site for designing rubrics </li></ul>
  9. 9. Resources <ul><li>http:// www.ncwiseowl.org/webquest/spider/Rubrics.html </li></ul><ul><li>Rubric development resource site </li></ul><ul><li>http://rubistar.4teachers.org </li></ul><ul><li>Rubric templates for educators </li></ul><ul><li>http://school.discovery.com/schrockguide/assess.html </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>

×