This document discusses rubrics and their use in project-based learning. It defines rubrics as tools that provide a common vocabulary for assessment and facilitate peer review. Good project-based learning problems relate to the real world, require decision-making, are multi-stage, and incorporate higher-order thinking skills. Rubrics can be used to evaluate project-based learning problems according to these criteria. The document also explores different types of rubrics and considerations for developing effective rubrics.

1. Rubrics One Step in Creating a Common Learning Vocabulary

2. What Is a Good PBL Problem?Using a Rubric to Assess

3. Good PBL Problems…relate to real world, motivate studentsrequire decision-making or judgmentsare multi-page, multi-stageare designed for group-solvingpose open-ended initial questions that encourage discussionincorporate course content objectives, higher order thinking, other skills

4. Bloom’s Cognitive LevelsEvaluation - make a judgment based on criteriaSynthesis - produce something new from component partsAnalysis - break material into parts to see interrelationshipsApplication - apply concept to anew situationComprehension - explain, interpretKnowledge - remember facts, concepts, definitions

5. Rubric to Evaluate PBL Problems

6. Rubric to Evaluate PBL Problems

7. Rubric to Evaluate PBL Problems

8. Rubric to Evaluate PBL Problems

9. Rubric to Evaluate PBL Problems

10. Rubric to Evaluate PBL Problems

11. Rubric to Evaluate PBL Problems

12. Rubric to Evaluate PBL Problems

13. Rubric to Evaluate PBL Problems

14. Another TaskAfter you design your project this afternoon, apply the rubric to it.

15. Why Rubrics?Common Learning VocabularyTool for metacognitionTool for facilitating more peer reviewMake Explicit What We Value (derived from or lead to overarching standards)Carry skills acquisition across disciplinesShift conversation to progress over grades

16. Is it a Rubric?Rubric vs Checklist vs Point Sheet

17. Elements of a RubricFrom:http://qualityrubrics.pbworks.com/Checklist

18. Types of Rubrics•describe domains of a product or performance separately•have limited descriptors for each attribute•allow for specific diagnostic feedback•describe the development of a process or product (i.e., reading, writing, problem solving, listening)•used by educators to make instructional decisions•Are written so that they may be used with more than one task of performance•Can be used across genres and even domains (problem solving, reading)•Are written for specific classroom tasks or assignments •Include language that specifically connects the rubric to the task or assignment students will completeHolisticAnalyticGenericTask-SpecificDevelopmental•Describe a product or performance as a whole•Rely on multiple descriptors•Are limited in value in terms of providing precise diagnostic information•May cause more scoring dilemmas

20. Some ConsiderationsSchool-wide Rubrics for Make the top category really exemplaryMove away from equating the numbers to a grade, shift emphasis to are you making progress and showing growthUse rubrics for Feedback

21. Lets Explore Rubrics More!

22. Some Tools Canvas Chalk and Wire