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Rubric Development for Teachers

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Rubric Development for Teachers

  1. 1. Steven M. Baule, ED.D., PH.D. North Boone CUSD 200 February 14, 2014
  2. 2. Performance Factors Producing Quality Work Using Work Time Effectively Accepting Responsibility Job Knowledge Communicating Effectively Advanced Proficient Basic Below Basic Maybe not a Super Leaps tall buildings in a single bound. Must take a running start to leap tall buildings. Can only leap over short buildings or medium buildings. Crashes into buildings when attempting to jump over them. Cannot recognize buildings at all let alone jump them. Is faster than a Is as fast as a Not quite as fast speeding bullet. speeding bullet. as a speeding bullet. Would you believe a slow bullet? Is stronger than Is stronger than Is stronger than a locomotive. a tornado. a hurricane. Shoots the Breeze. Wounds self with bullets when attempting to shoot the breeze. Full of hot air. Walks on water Walks on water consistently. in emergencies. Washes with water. Drinks water. Eyes water. Talks with God. Talks to him/herself. Argues with him/herself Loses argument with him/her self. Talks with citizens. Modified from Pascack Valley HS website
  3. 3. Give students a clear understanding of the assignment & concrete details about how to obtain a particular score Allow parents to understand in detail how a grade was earned Encourage students to self-assess and reflect on their own performance Makes assessment easier for teachers and less subjective
  4. 4. Rubrics do require an initial investment of your time. But once they are completed, they are easily adaptable to a variety of assignments. Articulating the gradations of the rubric is sometime challenging. You may notice that your students ask for rubrics for all assignments. They like knowing what is expected and how to achieve high markings.
  5. 5. 1. Look at models: Show stu d ents exam ples of good and not-so-good w ork. Id entify the characteristics that m ake the good ones good and the bad ones bad . 2. List criteria: Use the d iscu ssion of m od els to begin a list of w hat cou nts in qu ality w ork. 3. A rticulate gradations of quality: Describe the best and w orst levels of qu ality, then fill in the m id d le levels based on you r know led ge of com m on problem s and the d iscu ssion of not-so-good w ork. 4. Practice on models: H ave stu d ents u se the ru brics to evalu ate the m od els you gave them in Step 1. 5. Use self- and peer-assessment: Give stu d ents their task. As they w ork, stop them occasionally for self- and peer-assessm ent. 6. Revise: Alw ays give stu d ents tim e to revise their w ork based on the feed back they get in Step 5. 7. Use teacher assessment: Use the sam e ru bric stu d ents u sed to assess their w ork you rself.
  6. 6. From Bonnie Mullinix, Monmouth University, 2003
  7. 7. Criteria An effective rubric must possess a specific list of criteria, so students know exactly what the teacher is expecting. Some of these can come from the Common Core Standards Kathy Schrock’s Guide
  8. 8. From Kathy Schrock’s Guide for Educators
  9. 9. From Rubistar
  10. 10. There should be gradations of quality based on the degree to which a standard has been met. The gradations should include specific descriptions of what constitutes "excellent", "good", "fair", and "needs improvement". Each gradation should provide descriptors for the performance level. With the NB grading scale, four levels make the most sense, e.g., A, B, C , F For some sections, potentially a Pass/Fail approach
  11. 11. Excellent Good Needs Improveme Acceptable nt Main Criteria 1 Description of key points Description of key points Description of key points Description of key points Main Criteria 2 Description of key points Description of key points Description of key points Description of key points Pass Fail Minor Criteria 3
  12. 12. From Kathy Schrock’s Guide for Educators
  13. 13. Effective rubrics offer a lot of descriptive language. The rubric describes exactly what is expected. By specificity, the descriptors enable student performers to verify and comprehend their scores.
  14. 14. The difference in quality from a score of 4 to 3 should be the same difference in quality from a score of 3 to 2. All descriptors should model consistent levels of continuity. Excellent Good Acceptable Needs Improvement 4 3 2 1
  15. 15. Beyond Expectation Meets Expectation Under Expectation 4 3 2 Yes, plus 4 Yes 3 Pass 2 (P) Missing or with Major Errors 1 No, but 2 No 1 Fail 1 (F) Excellent Good Acceptable Needs Improvement 4 3 2 1
  16. 16. Level 4—"Yes, I briefly summarized the plot." Level 3—"Yes, I summarized the plot, but I also included some unnecessary details or left out key information." Level 2—"No, I didn't summarize the plot, but I did include some details from the story." Level 1—"No, I didn't summarize the plot." From H.G. Andrade, EL, Feb 2000
  17. 17. A "good" rubric should be able to be used by various teachers and have them all arrive at similar scores. I find this really helps when grading assignments; previously I would have to go through everything twice to make sure I hadn’t started too hard or too easy
  18. 18. A rubric possessing validity, scores what is central to the performance and assignment, not what is easy for the eye to see and simple for the teacher to grade. Samples Don't forget to provide samples at various achievement levels After first use, keep some exemplars
  19. 19. Example 1 - Upper Example 2 - Lower From Baule & Lewis and UW-WW
  20. 20. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Common Core Checklists
  21. 21.  Provide a concluding statement or section related to the information or explanation presented.  Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  22. 22. Provides a concluding statement that summarizes the topic in a concise manner using content appropriate vocabulary. Provides a concluding statement related to the information presented. Concluding statement is present but not complete. Concluding statement is missing or contains significant errors.
  23. 23. From
  24. 24. Specific Ideal Description: Describe what an ideal student work would look like (specific to assignment) Categorization: Group these descriptors into categories called dimensions Outline of standards: Write the standard for each dimension, using concrete, specific, and measureable criteria. It is easiest to write this as the ideal or acceptable level Rubric levels: Decide what type of rubric is appropriate for this assignment or group of students. Explanation of grading: Include the weighting or grading scheme. Remember, each piece of the rubric doesn’t need to be weighted the same. Modified from Pascack Hiills HS website
  25. 25. Describe the activity you want to assess. Imagine receiving student work. What would the perfect product look like? What specific attributes would it have? Categorization - Group the descriptors, if necessary, and assign a category name (facet) for each. Outline the standards – flesh out each dimension by writing the standards for each: be measurable and specific! Look to CCSS or ISBE standards as a place to start. Rubric levels – what type of rubric would be best? General or assignment-specific? Now pull this all together to create your rubric. Here is a table to begin, although you should modify it to adapt to your needs. FACET 4 3 2 1 Points Possible Mechanics & Grammar 4 Topic Sentence 8 Concluding Sentence 8 Etc… Explanation of grading – Are all of the dimensions equal in weight? Will you add up the total and use it as the grade or as a raw score, or will you scale the results, average them, etc?
  26. 26. A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale. For more on types of rubrics see University of Virginia Academic Assessment or School Center’s Power of Rubrics
  27. 27. Articulating thoughts through written communication— final paper/project. Above Average: The audience is able to easily identify the focus of the work and is engaged by its clear focus and relevant details. Information is presented logically and naturally. There are no more than two mechanical errors or misspelled words to distract the reader. Sufficient: The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. There is minimal interruption to the work due to misspellings and/or mechanical errors. Developing: The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. There are some misspellings and/or mechanical errors, but they do not seriously distract from the work. Needs Improvement: The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author's ideas. There are many misspellings and/or mechanical errors that negatively affect the audience's ability to read the work. From DePaul University Teaching Commons
  28. 28. From DePaul University Teaching Commons
  29. 29. Advantages Emphasis on what the learner is able to demonstrate, rather than what s/he cannot do. Saves time by minimizing the number of decisions raters make. Can be applied consistently by trained raters increasing reliability. Disadvantages Does not provide specific feedback for improvement. When student work is at varying levels spanning the criteria points it can be difficult to select the single best description. Criteria cannot be weighted.
  30. 30. Rubistar iRubric Teacher Planet (search for rubric or assessment generators)
  31. 31. Thank you for your attention

Editor's Notes

  • How fast is a slow bullet? How tall is a “tall building”?What kind of locomotive? What is the difference between a tornado and a hurricane? Are any of these actually sentences?
  • Is this a good example? How could you improve this example? Clear evidence of understanding is supported by multiple cites from the book including the key points of …..For instance : There is evidence of understanding of theme, plot and main characters
  • Mechanics and grammar are probably bestMain/Topic sentence could be improved? Legibility – could this be pass /fail?
  • I personally have a hard time with this since I think that a “B” should show mastery of the subject; you shouldn’t get an “A” simply for completing the task, but for going beyond expectations.
  • Assignment – work with a partner to determine which is the more valid option for the criteria Presentation and Multimedia