Appendix 2

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Appendix 2

  1. 1. How to create rubrics… Claudio Díaz L. (cdiaz@ucsc.cl)
  2. 2. Levels 26/07/10 ABA Workshop quantitative qualitative numerical descriptive flexibility master expert apprentice novice
  3. 3. Sample grades and categories 26/07/10 ABA Workshop Rubric score Grade Category 8 A+ Excellent 7 A Excellent 6 B+ Good 5 B Good 4 C+ Fair 3 C Fair 2 U Unsatisfactory 1 U Unsatisfactory 0 U Unsatisfactory
  4. 4. Types and Purposes of Rubrics 26/07/10 ABA Workshop specific type a particular form of student performance corresponds to Analytic scales Holistic scales Activities Rubric Type Short tasks checklists rating scales Longer tasks comprehensive rubrics
  5. 5. Reflection: Matching Instruction to Assessment <ul><li>Which rubric is most appropriate for specific classroom activities? </li></ul>26/07/10 ABA Workshop Checklist Rating Scale Analytic Scale Holistic Scale 1. Responding to oral commands 2. Producing a process-writing piece 3. Demonstrating a procedure 4. Completing a satisfaction survey 5. Designing a brochure 6. Writing a paragraph or two 7. Developing and conducting research; then analyzing and reporting results 8. Creating a poetry portfolio 9. Formulating and answering yes/no questions
  6. 6. How do We Make an Instructional Rubric? <ul><li>Look at models </li></ul><ul><li>List criteria </li></ul><ul><li>Pack and unpack criteria </li></ul><ul><li>Articulate levels of quality (yes/no) </li></ul><ul><li>Create a draft rubric </li></ul><ul><li>Check the draft : revisions for improvement </li></ul>26/07/10 ABA Workshop then it is ready to be used
  7. 7. Steps in the Design of Scoring Rubrics <ul><li>Step 1: Re-examine the learning objectives to be addressed by the task. </li></ul><ul><li>Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to see). </li></ul><ul><li>Step 3: Brainstorm characteristics that describe each attribute. </li></ul>26/07/10 ABA Workshop
  8. 8. Steps in the Design of Scoring Rubrics <ul><li>Step 5b: For Analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute. </li></ul><ul><li>Step 6: Collect samples of student work that exemplify each level. </li></ul><ul><li>Step 7: Revise the rubric, as necessary . </li></ul>26/07/10 ABA Workshop
  9. 9. Bibliography <ul><li>Moskal, Barbara. “Scoring Rubrics: What, When and How?” Practical Assessment, Research and Evaluation . 2000. </li></ul>26/07/10 ABA Workshop

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