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FS 5 - Episode 7

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FIELD STUDY

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FS 5 - Episode 7

  1. 1. 7 My Learning Episode Overview How do you score a product or a performance as evidence of learning? You will learn it from this Episode. My Intended Outcomes After this Episode, I must be able to examine different types of rubrics used by my Resource Teacher and relate the to assessment of student learning. My Performance Criteria I will be rated along the following: a. quality of my observations and documentation, b. completeness and depth of my analysis, c. depth and clarity of my classroom observation-based reflections, d. completeness, organization, clarity of my portfolio and e. time of submission of my portfolio My Learning Essentials FS 5 FIELD STUDY LearningEpisode ON SCORING RUBRICS A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of performance quality on the criteria. The main purpose of rubrics is to assess performances and products. For some performances, you observe the student in the process of doing like dribbling the ball. For others, you observe the product which results from the student’s work.
  2. 2. Below are example of a holistic and an analytic rubric. Fiction Writing Content Rubric- HOLISTIC Fiction-Writing Content Rubric- Analytic Criteria 4 3 2 1 PLOT: “What” and “Why” Both plot parts are fully developed. One of the plot parts is fully developed and the less developed part is at least addressed. Both plot parts are addressed but not fully developed. Neither plot parts are fully developed There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each criterion separately while a holistic rubric assesses a student work as a whole.  Analytic rubrics identify and assess components of a finish product.  Holistic rubrics assess student work as a whole.  5- The plot, setting, and characters are developed fully and organized well. The who, what, when, where and why are explained using interesting language and sufficient detail.  4- Most part of the story mentioned in a score of 5 are developed and organized well. A couple of aspects may need to be more fully or more interestingly developed.  3- Some aspect of the story are developed and organized well, but not as much detail or organization is expressed as in a score of 4.  2- A few parts of the story are developed somewhat. Organization and language usage need improvement.  1- Parts of the story are addressed without attention to detail or organization.
  3. 3. SETTING: “When” and “Where” Both setting parts are fully developed One of the setting parts is fully developed and the less developed part is at least addressed. Both setting parts parts of the story are addressed but not fully developed. Neither setting parts are developed CHARACTERS: “Who described by behavior and character traits The main characters are fully developed with much descriptive detail. The main characters are developed with some descriptive detail. The reader has a vague idea of the characters. The main characters are identified by name only. None of the characters are developed or named. Source:http://www.fctl.ucf.edu Source:http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=rubric The following are the steps in developing a scoring rubric. 1. Identify the characteristics of what you are assessing. In most cases, these will be specific stated learning outcomes. 2. Describe the best work you could expect using these characteristic. This describes the top range of your rubric. 3. Describe the worst acceptable product using these characteristics. This describes the lowest acceptable range of your rubric. 4. Describe an acceptable product. This describes the lowest range of the rubric. 5. Develop description of intermediate level products and assign them to intermediate ranges. Bhju7uyigyu
  4. 4. My Map 1. Read My Learning Essentials 2. Interview at least 2 Resource Teacher on their use of scoring rubrics in assessing learning. 3. Request my Resource teacher for a copy (for to photocopy) of the scoring rubrics that the school uses for group projects, students papers, cooperative learning activities. 4. If there are no scoring rubrics available, I will research on samples of scoring rubrics for student papers, cooperative learning, learning activities, group projects, performances, and the like. 5. I will analyze information gathered from my interview and research. 6. I will reflect on all information gathered.
  5. 5. My LearningActivities Interview Interview of my Resource Teachers I will ask the following questions: 1. Where do you use the scoring rubrics? (Student outputs or products and student activities). _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. What difficulties have you met in the use of scoring rubrics? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
  6. 6. 4. Do you make use of holistic and analytic rubrics? How do they differ? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 5. Which is easier to use analytic or holistic? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct- analytic or holistic? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
  7. 7. Research I will research on more examples of holistic and analytic rubrics.
  8. 8. My Analysis 1. What benefits have scoring rubrics brought to the teaching-learning process? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. How are scoring rubrics related to portfolio assessment? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  9. 9. My Reflections Can rubrics help make students to become self-directed or independent learners? Do rubrics contribute to assessment AS learning (self-assessment?) What if there were no rubrics in assessment? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  10. 10. Integrating Theoryand Practice 1. For diagnostic purposes which type of rubric is more appropriate? A. Analytic rubric C. Holistic B. General rubric D. Developmental rubric 2. Which rubric CANNOT provide specific feedback for improvement? A. Analytic rubric C. Holistic B. General rubric D. Developmental rubric 3. Which advantage does a holistic rubric over that of an analytic rubric? A. Takes less time to create C. More Direct B. Shorter in content D. More detailed 4. Because of its nature, which can be of greater help for student self- directed learning? A. Analytic rubric C. Holistic C. General rubric D. Combination of holistic and analytic
  11. 11. My Learning Portfolio Go over the K to 12 Curriculum Guide and look for at least one competency that needs to be assessed by the use of rubrics. Make a scoring rubric- one analytic and other historic. Remember to focus on assessing the intended learning outcome ._____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
  12. 12. My LearningRubric FieldStudy5,Episode 7 – On ScoringRubrics Focusedon:  Examiningdifferenttypesof rubricsusedbymyResource Teachersandrelating themto assessmentof studentlearning. Name of FS Student: ___________________________ Date Submitted: _______________ Year & Section: _______________________________ Course: ______________________ Learning Episodes Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1 Learning activities All episodes were done with outstanding quality;work exceeds expectations 4 All or nearlyall episodeswere done withhigh quality. 3 Nearlyall episodes were done with acceptable quality. 2 Fewerthanhalf of episodesweredoe; or most objectives were metbutneed improvement. 1 Analysis of the Learning Episode All questionsor episodeswere answered completely;in depthanswers; thoroughly groundedon theories.Exemplary grammar and spelling. 4 Analysisquestions were answered completely. Clearconnection withtheories. Grammar and spellingare superior. 3 Analysisquestions were not answered completely. Vaguelyrelatedto the theories. Grammar and spelling acceptable. 2 Analysisquestions were notanswered. Grammar and spelling unsatisfactory. 1 Reflections/Insights Reflection statementsare profoundandclear, supportedby experiencesform the learning episodes. 4 Reflection statementsare clear,but not clearlysupported by experiences fromthe learning episodes. 3 Reflection statementsare shallow; supportedby experiencesfrom the learning episodes. 2 Reflection statementsare unclearand shallow and are not supportedby experiencesfrom the learning episodes. 1
  13. 13. Learning Portfolio Portfoliois complete,clear, well-organized;all supporting documentations are locatedin sectionsclearly designated. 4 Portfoliois complete,clear, well-organized; mostsupporting documentations are available and logical andclearly markedlocations. 3 Portfoliois incomplete; supporting documentations are organizedbut are lacking. 2 Analysisquestions were notanswered. Grammar and spelling unsatisfactory. 1 Submission of Learning Episodes Submittedbefore the deadline. 4 Submittedonthe deadline. 3 Submittedaday afterthe deadline 2 Submittedtwodays or more after the deadline. 1 COMMENTS Over-all score Rating: (Based on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00 99 96 93 90 87 84 81 78 75 72 71-below Signature of FS Teacher Date

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