The document provides a rubric template for developing rubrics to assess student work. It recommends describing the specific assignment or activity to be assessed. Key attributes of exemplary work should be imagined and categorized into facets or dimensions. Standards for each dimension should be outlined precisely using measurable language aligned with standards. The type of rubric and grading scheme should be determined and explained. Developing clear, detailed rubrics helps students understand expectations and allows for more objective assessment of their work.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
The following were developed in support of my panel discussion on how to support and develop strategic partnerships between public and school libraries at the Library Journal Stronger Together Conference in Omaha in May 2018
The following presentation was shared with the Muncie-Delaware County Chamber of Commerce's Business Education Partnership Committee on June 2, 2017. Dr. Steve Baule presented the information to about a dozen committee members.
The following materials were provided to Indiana legislative leaders and the IN state superintendent when we me with them to discuss the significant issues Muncie Community Schools are facing.
An update to the Muncie Noon Rotary about the strategic planning goals of the Muncie Community Schools for the 2016-2017 School Year; presented by Steven Baule, superintendent
An overview of the ZBTHS credit recovery research conducted between traditional, programmed and online instruction in 2004 & 2005. Originally presented at the Illinois Computing Educators Conference in February 2005.
This is the complete presentation that was discussed at the April 23, 2016 League of Women Voters Forum on Standardized Testing from the MCS Superintendent
A demographic overview of the officers and men of the 18th Foot from 1767 through 1776. Presented at the Company of Military Historians General Meeting in Dulles, VA, April 2016
Judge Kimberly Dowling presented this information to the MCS parents about what they need to know to keep their children safe from the number two growing crime in America.
Dr. Robyn (Kikki) Eubank presented this information to MCS parents about dealing with the commercial sexual exploration on children focusing on psychological needs.
These are the slides to support my State of the School's address to the Muncie Area Chamber of Commerce. The complete audio of the presentation is available at http://www.munciejournal.com/2015/10/mcs-superintendent-dr-steve-baule-gives-state-of-the-schools-report/
My notes from a panel discussion I participated in at the IBE Education Conference. My primary points were create truly engaging instruction and focus on positive behavior such as the PBIS program supports.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter 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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Steven M. Baule, ED.D., PH.D.
North Boone CUSD 200
February 14, 2014
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 http://pascackvrhs.schoolwires.com/Page/6832
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. 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. 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.
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
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. 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
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.
15. 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
17. 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
18. 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
19. 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
20. Example 1 - Upper
Example 2 - Lower
From Baule & Lewis and UW-WW
22. 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).
23. 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.
25. 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 http://pascackvrhs.schoolwires.com/Page/6832
26. 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?
27.
28. 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
29. 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
31. 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.
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