RUBRICS

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RUBRICS

• Assessment and Intervention

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A RUBRIC ARTICULATES

• Expectations for the Assignment
• Criteria or What Counts
• Levels of Quality
• from excellent to poor

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HOLISTIC RUBRIC

• Wholistic evaluation
• First impression of the overall quality of the
  writing
• Domain Scoring Guide for the
• PSSA Writing Test

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ANALYTIC RUBRIC

• Description of writing based upon certain
  qualities inherent to the piece
• Examination of the individual parts or elements
  to look at the whole

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Analytic Rubric used by the Teacher to

• Analyze students work.
• Assess students strengths and weaknesses in
  writing and composing.
• Create intervention tools for instruction.

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Analytic Rubric used by the Teacher to

• Develop instructional rubrics for students.
• Teach necessary concepts through direct
  instruction.
• Evaluate and monitor students progress in
  writing skills.

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Analytic Rubric used by the Teacher to

• Conference with individual students
• Repeat instruction, if necessary.
• Move students to higher levels of writing skills.

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Analytic Rubric used by the Students to

• Get a general sense of the undertaking.
• Set goals for their writing.
• Create plans for papers.
• Complete self-assessments.

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Analytic Rubric used by the Students to

• Improve their personal writing styles and skills.
• Monitor their progress.
• Hopefully, feel more comfortable with their
  writing.

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Use Assessment as an Instructional Tool

• Students can generate their own scoring rubrics.
• Thus, student-prepared rubrics are grounded in
  their own values and critical judgment.

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ASSESSMENT through RUBRICS

• Define assessment for students
• in terms of
• feedback.

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ASSESSMENT through RUBRICS

• Do not ask students to grade themselves.
• Teach students how to use rubrics to formally
  assess their own writing.

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YOUR TURN

• Create a scoring rubric specific to your domain
  and group piece.
• Define the trait for your domain.
• State the criteria needed to meet a certain
  level.
• Write your guide from one point of view (student
  or teacher).

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YOUR TURN

• Share your rubrics with the group.
• What interventions can you provide to move your
  students from low scores to higher scores?

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INTERVENTION

• Instructional Strategy
• Method to intervene or change poor writing
  practices exhibited by students.
• Teaching practice to develop improved student
  skills so that students can achieve higher
  levels.

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INTERVENTION

• How can you, as the teacher, help your students
  improve their writing?
• Review individual assessments and select certain
  targets as achievement goals.

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INTERVENTION

• Develop interventions in the form of direct
  instruction, student goals, collaborative
  learning, models, planning, proofreading,
  conferencing
• Look at your rubrics.

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INTERVENTION

• As simple as
• I want you to add three strong words to your
  story.
• Write as much as you can in 3 minutes.
• Circle the word said. Replace it with another
  word.

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INTERVENTION

• As complex as
• Look at the beginnings of your sentences. Do
  they always start the same way? If so, I will
  help you change some of those beginnings.

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INTERVENTION

• As simple as
• Reading this paper is easy.
• As complex as
• Do big errors shout at me from the page?

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YOUR TURN

• Within your small group, develop some
  interventions for your domain area.

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YOUR TURN

• Share your interventions
• with all of us.

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YOUR TURN

• Develop some writing rubrics for and with your
  students.
• Assess your students progress.
• Devise interventions to improve their skills.
• Enjoy observing your students as they make
  progress with their writing.

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YOUR TURN

• Interpret the PSSA domain scoring guide.
• Create analytic rubrics.
• Develop interventions.
• Practice the Progress Monitoring Process.
• Write with students!

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BIBLIOGRAPHY

• Assessment and Evaluation. http//www.sasked.gov
  .sk.ca/docs/mla/assess.html 25 Feb. 2005.
• Baldwin, Doug. A Guide Standardized Writing
  Assessment, Educational Leadership. Oct. 2005
  72-75.

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BIBLIOGRAPHY

• Olson, Carol Booth. Practical Ideas for Teaching
  as a Process at the Elementary and Middle School
  Levels. California Department of Education 1996.
• Saddler, Bruce and Heidi Andrade. The Writing
  Rubric, Educational Leadership. October 2004
  48-52.

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RUBRIC RESOURCES

• http//rubistar.4teachers.org/index.php
• http//www.teach-nology.com/web_tools/rubrics/
• http//www.uen.org/Rubric/rubric.cgi?rubric_id108
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• http//www.ncsu.edu/midlink/rub.pres.html