The document outlines a comprehensive agenda for developing and using rubrics in educational settings, including defining rubrics, their advantages, and various types. It emphasizes the role of rubrics in assessing student performance, providing objective measurements of subjective skills, and encouraging student involvement in rubric design. Additionally, it includes resources for creating rubrics and strategies for integrating them into performance evaluations and feedback processes.

1. Today’s Agenda Define rubrics. Understand how and when rubrics are used. Understand advantages of rubrics. Write a rubric. Distinguish a variety of rubrics. Evaluate student samples using a rubric. Identify strategies for using rubrics in the classroom.

2. What is a rubric? Group activity You go to a restaurant, are served, and go to pay the bill. How much of a tip do you leave? Identify characteristics of waitperson who earns 10%, 15%, 20%. Write on chart paper and post (15 minutes).

3. How are rubrics used? To assess student performance To show students what is expected of them To instruct To give students a model/guide against which they can assess their own work and set goals for progress To evaluate students against real world standards

4. How are rubrics used? To provide an objective measurement system for ‘soft skills’ and other work perceived to be subjective, such as writing and personal skills To model how the real world works—i.e., performance evaluations

5. Using Rubrics Publish—and post—rubrics. Involve students in designing rubrics. Ask students to evaluate their work against rubrics and identify what they need to improve.

6. Using Rubrics Whining rubric Care plan Writing rubric

7. Designing Rubrics Identify aspects of performance and what the performance looks like at each level. Describe what the student does or what the product looks like.

8. Resources for Developing Rubrics: Students! Websites: www.ncsu.edu/midlink/ho.html Information on rubrics http://intranet.cps.k12.il.us/assessments/ Performance assessment strategies, ideas, and information www.landmark-project.com / classweb/tools/rubric_builder.php A great site for designing rubrics

9. Resources http:// www.ncwiseowl.org/webquest/spider/Rubrics.html Rubric development resource site http://rubistar.4teachers.org Rubric templates for educators http://school.discovery.com/schrockguide/assess.html Makes rubrics

10. California Career Technical Education Model Curriculum Standards 11 Foundation Standards uniform in all industry sectors mastery needed for success in all careers reflect SCANS and Career Prep Standards

11. California Career Technical Education Foundation Curriculum Standards 1.0 Academics 2.0 Communication 3.0 Career Planning and Management 4.0 Technology 5.0 Problem Solving and Critical Thinking 6.0 Health and Safety

12. California Career Technical Education Foundation Curriculum Standards 7.0 Responsibility and Flexibility 8.0 Ethics and Legal Responsibilities 9.0 Leadership and Teamwork 10.0 Technical Knowledge and Skills 11.0 Demonstration and Application

13. Assessing Foundation Standards Communication Problem solving/critical thinking Safety Responsibility and Flexibility Ethics and Legal Responsibilities Leadership and Teamwork

14. Using Performance Evaluations Use at least twice quarterly for feedback and behavior modification. Ask students to evaluate themselves and identify areas for improvement (goal-setting). Then ‘conference’ with student—just a few each week.

15. Using Performance Evaluations Give positive feedback, followed by three area of focus for next evaluation. Give student a copy. Shake hands.

16. Scoring Methods 25 items are scored on a scale of 1-4—4 being ‘very successful’ and 1 ‘not yet successful.’ Scoring method 1 : Add the numbers & divide by 25 to get an average. 4 =A 3.6-3.9 =A- 3.1-3.5 = B+ 3.0 = B 2.6-2.9=B- 2.1-2.5=C+ 2=C 1.6-1.9=C- Less than that= D

17. Scoring Methods Scoring method #2 Simply total the items. A to A- range=88-100 B- to B+ range=65-87 C+ to C- range =40-64

18. Using Performance Evaluations as Part of Students’ Grades What if… 1/3 grade consisted of written work, including portfolio 1/3 was performance-based in skills areas 1/3 was performance evaluation (OR ¼ for written, ¼ portfolio, ¼ skills, ¼ performance evaluation)

19. Questions? Contact information: Lynne Porter [email_address]