This document provides guidance on designing effective rubrics for assessing student performance. It discusses that rubrics should have specific indicators for clearly defined criteria. Rubrics establish performance levels on a scale and describe the characteristics of each level. Benefits of rubrics include providing clear assessment standards for students and feedback. When designing rubrics, the document recommends limiting criteria to key areas, using concrete language, and involving students.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
scoring rubrics is grading tool for student assessment.A standardized scoring guide that helps teacher and student to developed understanding about performance or weak areas of students
Performance Based Assessment with Rubrics
** Reminder
download the presentation for a clear instruction. slide 15 has animation and it is an important part in creating a rubric.
Facts of example 1: Same-sex unions have just recently been made lawful in all 50 states. While this is wonderful, it doesn't change the fact that people still aren't treated equally based on things like their sexuality, color, gender, etc. By committing the same crime as Anne Frank, people continue to get wounded, killed, and evicted from their homes.
Facts of example 2:
Since 1970, there have been approximately 2,000 murders of transgender persons, and the figure keeps rising, according to PBS. Conditions are better than they were even 20 years ago for certain persons who don't fit society's expectations. For some people, things are growing worse.
Facts of example 3:
The idea of human rights emerged stronger after World War II. The extermination by Nazi Germany of over six million Jews, Sinti and Romani (gypsies), homosexuals, and persons with disabilities horrified the world.
Conclusion:
Therefore I conclude that, everything that has happened in the past is our greatest memory, and a lesson that we won't let history repeat itself. Even though our world today is different before, let's still maintain peace. In the end of my life, when I'm reflecting on the world, I hope to look back and see change. I hope to see less hate, and more love.
The Rating Rubric: How to Create and Use Them Effectively in Your Performance...Mr. Ronald Quileste, PhD
This is a slide presentation for course Assessment of Learning, particularly on the topic of Rubrics. May this slide presentation help both the pre-service and in-service teacher in understanding about Rubrics. Thank you!
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Presentation how to design rubrics
1. By Edgar Lucero
Adapted from: Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on Apr 17, 2012, from
www.sdst.org/shs/library/powerpoint/rubrics.ppt and Nancy Aller, PhD (2008) Designing Rubrics.
2. “The more specific your rubric, the
less subjective the assessment.”
“Indicators must be established from
what you expect your students will
do in line with the contents.”
3. A rubric is a guideline for rating student performance.
It must define the range of possible performance levels.
Within this range, there are different levels of
performance which are organized from the lowest level to
the highest level of performance.
Usually, a scale of possible points is associated with the
continuum in which the highest level receives the
greatest number of points and the lowest level of
performance receives the fewest points.
4. Benefits:
• The rubric provides assessment with exactly the
characteristics for each level of performance on which
the students and the teacher should base their
judgment.
• The rubric provides the students with clear information
about how well they performed and what they need to
accomplish in the future to better their performance.
5. Rubric Checklist
Rubrics include descriptors or Checklists have not judgment of
indicators for each targeted criterion. quality.
Rubrics provide a scale which Checklists can only be used when
differentiates among the descriptors. “present or absent” is a sufficient
criterion for quality.
6. Criteria (Rubric and Checklist): The specific areas for
assessment and instruction. They must be clear and
relevant, age appropriate, and form and function
represented.
Descriptors (Rubric): The level of performance for the
criteria. They must be clear and observable.
Indicators (Checklist more than Rubric): clearly indicate
what is necessary to achieve in a level of performance.
Levels of Performance (Rubric or Checklist): The
degrees of quality of performance or the descriptive
weigh (in numbers) of that performance.
9. Holistic Analytical
Views product or performance as a Separate facets of performance are
whole; describes characteristics of defined, independently valued, and
different levels of performance. scored. Facets scored separately
Criteria are summarized for each
score level.
Excellent Researcher
no apparent historical inaccuracies
can easily tell which sources information was
drawn from
all relevant information is included
Good Researcher
few historical inaccuracies
can tell with difficulty where information came
from
bibliography contains most relevant
information
Poor Researcher
lots of historical inaccuracies
cannot tell from which source information
came
bibliography contains very little information
10. 10 tips when designing
your rubrics for your
projects….
11. Use one specific rubric per alternative
assessment and per different activity as
possible.
• Efficient
• Builds recognition of excellence
12. Ifusing pre-designed rubrics, carefully
consider quality and appropriateness for
your project.
13. Aimfor concise, clear, jargon-free
language
“…in most instances, lengthy rubrics probably can be
reduced to succinct…more useful versions for
classroom instruction. Such abbreviated rubrics can
still capture the key evaluative criteria needed to judge
students’ responses. Lengthy rubrics, in contrast, will
gather dust” (Benjamin 23).
14. Limit
the number of criteria, but separate
key criteria.
“Very clear” and “very organized” may be punctual.
15. Use key, teachable criteria.
Key Questions: What are my objectives? Are there
other generalized objectives that should be
included? What are the contents? How do I expect
my students to do their performance?
16. Use concrete versus abstract, and
positives rather than negatives
Instead of “poorly organized” use “sharply focused
statements, topic sentences clearly connected, logical
ordering of paragraphs, and conclusion ends”.
Key Question to ask yourself: Would student know
what quality “looked like” by this description?
17. Use measurable criteria.
• “Includes two or more new ideas…” instead of
“creative and imaginative”
18. Aim for an even number of levels
• Create continuum between least and most
• Define poles and work inward
• List skills and traits consistently across levels
19. Consider including students in creating or
adapting rubrics
Consider using “I” in the descriptors
I followed precisely—consistently—inconsistently—MLA
documentation format.
I did not follow MLA documentation format.
20. Provide
models of the different
performance levels.
21. Design backwards—rubric first; then product/performance.
Decide on the criteria for the product or performance to be assessed.
Write a definition or make a list of concrete indicators—identifiable--
for each criterion.
Develop a continuum for describing the range of performance for
each criterion.
Keep track of strengths and weaknesses of rubric as you use it to
assess student work.
Revise accordingly.
Step back; ask yourself, “What didn’t I make clear instructionally?”
The weakness may not be the rubric.
23. Andrade, H.(2000). Using rubrics to promote thinking and learning. Alexandria, VA:
ASCD.
Asmus, E, (1999). Rubrics. Retrieved on May 29, 2007, from
http://www.music.miami.edu/assessment/rubrics.html
Baggio, C. Designing rubrics: Revising instruction and improving performance.
Retrieved on March 1, 2007, from http://www.edutech.org.br.
Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on May 29, 2007, from
www.sdst.org/shs/library/powerpoint/rubrics.ppt
Benjamin, A.(2000). An English teacher’s guide to performance tasks and rubrics.
Larchmont: Eye on Education.
Leavell, A. (n.d.). Authentic assessment: Using rubrics to evaluate project-based
learning. WEBLIBRARY.
Matthews, J. (2000). Writing by the rules no easy task. Retrieved on October 25,
2000 from <http://washingtonpost.com/wp-dyn/articles/A63599-2000Oct23.html>
Simkins, M. (1999, August). Designing great rubrics. Technology and Learning.
Wiggins, G. & McTighe, J. (1998). Tips for developing effective rubrics.
Understanding by Design. Alexandria, VA: ASCD.