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Rubrics presentation 4.3.a

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Esta es una presentación sobre el uso de Rúbricas como herramienta de evaluacion dentro del salon de clases.

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Rubrics presentation 4.3.a

  1. 1. <ul><li>R U B R I C S </li></ul><ul><li>Understanding the concept and implications </li></ul><ul><li>by </li></ul><ul><li>Fabiola Espinosa López </li></ul>
  2. 2. What is a Rubric? <ul><li>In a general way, Goodrich says a “Rubric is a scoring tool that lists the criteria for a piece of work”. “It also articulates gradations of quality for each criterion, from excellent to poor.” </li></ul><ul><li>According to Craig “Rubrics are rating scales – as opposed to checklists - that are used with performance assessments”. </li></ul><ul><li>I say that a Rubric is a very complete tool for evaluation which tells the students the specific assessment is expected from them. </li></ul>
  3. 3. Types of Rubrics <ul><li>Acoording to Craig, it exists two kinds of rubrics: </li></ul><ul><li>The holistic rubric which requires the teacher to score the overall process or product as a whole, without judging the component parts separately (Nitko,2001). </li></ul><ul><li>The analytic rubric which requires the teacher to score separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score (moskal,200;Nitko,2001). </li></ul>
  4. 4. Examples of Rubrics <ul><li>Holistic Rubric </li></ul><ul><li>Analytic Rubric </li></ul>Demonstrates no understanding of the problem. 1 Demonstrates partial understanding of the problem. 3 Demonstrates complete understanding of the problem. 5 Description Score Communicates most of important information; shos support for decision Communicates some importante information; not organized well enough to support decision Communication of results is incomplete, unorganized, and difficult to follow Communication of content Proper analytical procedures used, but analysis incomplete Attempts analysis of data, but innappropriate procedures No attempt at summarizing collected data Analyses Appropiate technique used to select sample; minor errors in execution Appropriate technique used to select sample; major errors in execution Innapropiate sampling technique used Technique Accomplished 3 Developing 2 Beginning 1
  5. 5. Why use Rubrics? <ul><li>Acoording to Goodrich, there are five reasons to use Rubrics: </li></ul><ul><li>1.- They are powerful tools for both teaching and assessment. </li></ul><ul><li>2.- Rubrics are useful because they help students to become more thoughtful judges of the quality of their own and other’s work. </li></ul><ul><li>3.- Rubrics reduce the amount of time teachers spend evaluating student work. </li></ul><ul><li>4.- Teachers appreciate rubrics because their “accordion” nature allows them to accomodate heretogeneous classes. </li></ul><ul><li>5.- Rubrics are easy to use and to explain. </li></ul>
  6. 6. Conclusions <ul><li>Goodrich says that the main point to use Rubrics is to help students learn more and produce better final products, so including self assessments in grades is unnecessary and can compromise students’ honesty. </li></ul>
  7. 7. Bibliography <ul><li>Goodrich Andrade, H. (1997) originally published in Educational Leadership . http://www.middleweb.com/rubricsHG.html </li></ul><ul><li>Mertler, Craig A. Designing scoring rubrics for your classroom. Practical Assessment, Research &Evaluation, 7(25). Retrieved August 5, 2010 from http://PAREonline.net/getvn.asp?v=7&n=25 </li></ul>

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