Designing Checklists and Rubrics

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Designing Checklists and Rubrics
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What is a Checklist?

• List of desired characteristics or behaviors
• Space to indicate presence or absence
• Especially good for instruction, developmental
  progress, formative assessment
• Examples from Lund (p. 5)

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How can they be scored?

• Assign credit to components of the checklist
• Category points v. component points
• Especially good for tracking progress, grading,
  summative assessment
• Examples from Lund (p. 7)

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What are the drawbacks?

• Yes/No judgment
• May not allow for partial credit
• May not reveal progress
• May not provide cues for instruction or practice
• Solution Rubric

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Rubric Framework
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Designing Rubrics

• Determine the number of levels (i.e. 2-5)
• Sort only as far as reasonable distinctions can
  be made
• Write acceptable first
• Involve students
• Simple specific language
• Make it memorable student-friendly
• Gentle humor helps
• Focus on presence of behaviors rather than
  absence
• Adapt adopt rubrics used by others
• Revisit and revise rubrics

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P/P Applied to Bowling Skill

• Select Standard (1) and activity
• Write a Performance Objective for the approach
  for a beginning bowler
• Include Content, context, criterion

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Performance Objective

• At the bowling alley during practice TSWBAT
  deliver the 1st ball using a 4 step approach in
  good form and hit 5 or more pins

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Product Assessment

• Criterion hit 5 or more pins
• One ball
• Total pins 1st ball/ frames gt4
• Count frames gt4

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Other Product Criteria?

• Criterion deliver ball over correct spot
• Score calculated by?

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Final Process Assessment

• Criterion good form
• Identify critical elements
• Checklist Y/N

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Instructional Process Assessment

• Criterion good form
• Identify critical elements
• Rubric how well on each aspect