Pbl rubrics


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Pbl rubrics

  1. 1. Rubrics <br />One Step in Creating a Common Learning Vocabulary<br />
  2. 2. What Is a Good PBL Problem?Using a Rubric to Assess<br />
  3. 3. Good PBL Problems…<br />relate to real world, motivate students<br />require decision-making or judgments<br />are multi-page, multi-stage<br />are designed for group-solving<br />pose open-ended initial questions that encourage discussion<br />incorporate course content objectives, higher order thinking, other skills<br />
  4. 4. Bloom’s Cognitive Levels<br />Evaluation - make a judgment based on criteria<br />Synthesis - produce something new from component parts<br />Analysis - break material into parts to see interrelationships<br />Application - apply concept to anew situation<br />Comprehension - explain, interpret<br />Knowledge - remember facts, concepts, definitions<br />
  5. 5. Rubric to Evaluate PBL Problems<br />
  6. 6. Rubric to Evaluate PBL Problems<br />
  7. 7. Rubric to Evaluate PBL Problems<br />
  8. 8. Rubric to Evaluate PBL Problems<br />
  9. 9. Rubric to Evaluate PBL Problems<br />
  10. 10. Rubric to Evaluate PBL Problems<br />
  11. 11. Rubric to Evaluate PBL Problems<br />
  12. 12. Rubric to Evaluate PBL Problems<br />
  13. 13. Rubric to Evaluate PBL Problems<br />
  14. 14. Another Task<br />After you design your project this afternoon, apply the rubric to it.<br />
  15. 15. Why Rubrics?<br />Common Learning Vocabulary<br />Tool for metacognition<br />Tool for facilitating more peer review<br />Make Explicit What We Value (derived from or lead to overarching standards)<br />Carry skills acquisition across disciplines<br />Shift conversation to progress over grades<br />
  16. 16. Is it a Rubric?<br />Rubric vs Checklist vs Point Sheet<br />
  17. 17. Elements of a Rubric<br />From:http://qualityrubrics.pbworks.com/Checklist<br />
  18. 18. Types of Rubrics<br />•describe domains of a product or performance separately<br />•have limited descriptors for each attribute<br />•allow for specific diagnostic feedback<br />•describe the development of a process or product (i.e., reading, writing, problem solving, listening)<br />•used by educators to make instructional decisions<br />•Are written so that they may be used with more than one task of performance<br />•Can be used across genres and even domains (problem solving, reading)<br />•Are written for specific classroom tasks or assignments<br /> <br />•Include language that specifically connects the rubric to the task or assignment students will complete<br />Holistic<br />Analytic<br />Generic<br />Task-Specific<br />Developmental<br />•Describe a product or performance as a whole<br />•Rely on multiple descriptors<br />•Are limited in value in terms of providing precise diagnostic information<br />•May cause more scoring dilemmas<br />
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  20. 20. Some Considerations<br />School-wide Rubrics for <br />Make the top category really exemplary<br />Move away from equating the numbers to a grade, shift emphasis to are you making progress and showing growth<br />Use rubrics for Feedback<br />
  21. 21. Lets Explore Rubrics More!<br />
  22. 22. Some Tools <br />Canvas <br />Chalk and Wire<br />