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Creating Rubrics A Guide to Development and Use
Credits ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Introduction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Workshop Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What’s a rubric? ,[object Object],[object Object],[object Object]
The TLT defines rubrics as: ,[object Object],[object Object],[object Object],[object Object]
Another definition  ( Jon Mueller . Professor of Psychology, North Central College) ,[object Object],[object Object],[object Object],[object Object]
Example:  Research Project   ( Jon Mueller . Professor of Psychology, North Central College) Contains very little information Contains most relevant information All relevant information is included X1 Bibliography Cannot tell from which source information came from Can tell with difficulty where information came from Can easily tell which sources info was drawn from X1 Organization Lots of historical inaccuracies Few inaccuracies No apparent inaccuracies X3 Historical Accuracy 1-4 5-9 10-12 X1 Number of Sources 1 2 3 Criteria
One-Sentence Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Characteristics of Rubrics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Characteristics Continued ,[object Object],[object Object],[object Object]
Characteristics Continued ,[object Object],[object Object],[object Object],[object Object]
Which of these reasons are important to you? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Rubrics ,[object Object],[object Object]
Holistic ,[object Object],[object Object]
Holistic Example ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Analytic Rubric Contains very little information Contains most relevant information All relevant information is included X1 Bibliography Cannot tell from which source information came from Can tell with difficulty where information came from Can easily tell which sources info was drawn from X1 Organization Lots of historical inaccuracies Few inaccuracies No apparent inaccuracies X3 Historical Accuracy 1-4 5-9 10-12 X1 Number of Sources 1 2 3 Criteria
When to choose an analytic rubric ,[object Object],[object Object],[object Object],[object Object]
Types of Rubrics Activity ,[object Object]
Designing an Analytic Rubric ,[object Object],[object Object],[object Object]
Design Analytic Continued ,[object Object],[object Object]
Hint:  Use Even Number of Levels ,[object Object],[object Object],[object Object]
Hint:  Arrange Levels High to Low ,[object Object],[object Object]
Sample High to Lows Needs work Fair Good Superior Not there yet Progressing Meets expectations Exceeds expectations Unacceptable Acceptable Excellent Exemplary 1 2 3 4
More Hints ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
  Very limited Memorized; highly repetitive   Limited Lacks variety; repetitive   Adequate Varied; occasionally repetitive   Broad Highly varied; non-repetitive Vocabulary Range Variety Minimally developed, minimally supported Partially developed, partially supported Adequately developed, adequately supported Fully developed, fully supported Content coverage Isolated bits are comprehensible Gist and main ideas are comprehensible Almost always comprehensible Always comprehensible Comprehensibility Frequent errors Some errors Few errors No errors Accuracy Rarely or not at all Some of the time Usually Always Frequency Very few or none Some Most All Task 1 2 3 4  
Chocolate Chip Cookies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using RubiStar ,[object Object],[object Object],[object Object],[object Object]
Rubistar Tips ,[object Object],[object Object],[object Object],[object Object]
Assignment ,[object Object],[object Object],[object Object],[object Object]
Review ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Creating Rubrics

  • 1. Creating Rubrics A Guide to Development and Use
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. Example: Research Project ( Jon Mueller . Professor of Psychology, North Central College) Contains very little information Contains most relevant information All relevant information is included X1 Bibliography Cannot tell from which source information came from Can tell with difficulty where information came from Can easily tell which sources info was drawn from X1 Organization Lots of historical inaccuracies Few inaccuracies No apparent inaccuracies X3 Historical Accuracy 1-4 5-9 10-12 X1 Number of Sources 1 2 3 Criteria
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17. Analytic Rubric Contains very little information Contains most relevant information All relevant information is included X1 Bibliography Cannot tell from which source information came from Can tell with difficulty where information came from Can easily tell which sources info was drawn from X1 Organization Lots of historical inaccuracies Few inaccuracies No apparent inaccuracies X3 Historical Accuracy 1-4 5-9 10-12 X1 Number of Sources 1 2 3 Criteria
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24. Sample High to Lows Needs work Fair Good Superior Not there yet Progressing Meets expectations Exceeds expectations Unacceptable Acceptable Excellent Exemplary 1 2 3 4
  • 25.
  • 26.   Very limited Memorized; highly repetitive   Limited Lacks variety; repetitive   Adequate Varied; occasionally repetitive   Broad Highly varied; non-repetitive Vocabulary Range Variety Minimally developed, minimally supported Partially developed, partially supported Adequately developed, adequately supported Fully developed, fully supported Content coverage Isolated bits are comprehensible Gist and main ideas are comprehensible Almost always comprehensible Always comprehensible Comprehensibility Frequent errors Some errors Few errors No errors Accuracy Rarely or not at all Some of the time Usually Always Frequency Very few or none Some Most All Task 1 2 3 4  
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.

Editor's Notes

  1. Introduction and welcome Sign-in if appropriate Share something cool about yourself. Share expectations Look at my feet and guess example