Ink Shed

1
Ink Shed

• On your index card,
• jot down your thoughts re
• How often you use rubrics for assessment
• How you create rubrics
• What you like about using rubrics
• What you dont like about using rubrics

2
Ink Shed Discussion
3
Differences between Scoring Guides and Rubrics

• Scoring Guides

• Rubrics

• Break down of point values for various categories
  on an assignment
• Does not tell students what good or
  proficient work looks like

4
Scoring Guides

• Title 10 points
• 5 paragraphs 25 points
• 3 citations 15 points
• PowerPoint or visual 25 points
• Presentation 25 points
• 100 points total

5
Differences between Scoring Guides and Rubrics

• Scoring Guides

• Rubrics

• Break down of point values for various categories
  on an assignment
• Does not tell students what good or
  proficient work looks like

• Identifies characteristics for the teacher and
  students of what good or proficient work
  looks like
• Consist of specific pre-established performance
  criteria

6
Rubric
7
Lets Practice

• Rubistar
• Practice assignment
• Using the provided rubric, give the student
  sample paper a score for each criteria, and add
  the totals together for a composite score.

8
Model Science Lesson

• Data Collection and Interpretation
• Read the assignment
• Read the rubric
• Grade the student response
• Provide feedback for the student as if this were
  your assignment

9
Differences between Scoring Guides and Rubrics

• Scoring Guide

• Rubrics

• Break down of point values for various categories
  on an assignment
• Does not tell students what good or
  proficient looks like

• Identifies characteristics for the teacher and
  students of what good or proficient looks
  like
• Consist of specific pre-established performance
  criteria
• Two types
• Generic
• Task-specific

10
Features of a Quality Rubric

• Help students understand what is wanted on an
  assignment.
• Help students understand what a quality
  performance or product looks like.
• Help students understand what they did well and
  what to do differently next time.
• Enable students to self-assess.
• Help teachers plan instruction.
• Help teachers grade consistently.
• Help teachers have sound justifications for
  grades.
• Help teachers and students communicate with
  parents.

11
Steps in the Design of Rubrics

1. Re-examine learning objectives addressed by the
   task.
2. Identify specific observable attributes that you
   want to see, as well as those you dont want to
   see, your students demonstrate in their product,
   process, or performance.
3. Brainstorm characteristics that describe each
   attribute.
4. Write thorough narrative descriptions for
   excellent work and poor work for each individual
   attribute.
5. Complete the rubric describing other levels on
   the continuum that ranges from excellent to poor
   work for each attribute.
6. Collect samples of student work that exemplify
   each level.
7. Revise the rubric, as necessary, based on self-
   and student-reflection on the effectiveness of
   the rubric.

12
Technically Sound Rubrics Are

1. Continuous
2. Parallel
3. Coherent
4. Highly Descriptive
5. Valid
6. Reliable

13
Using Performance Tasks and Rubrics as Practice

• Schedule feedback, self-assessment, and revision
  on short practice tasks before the assessment of
  learning.
• Break complex tasks into parts and schedule
  feedback, self-assessment, and revision on each
  part before students put them together for the
  assessment of learning.
• Schedule feedback, self-assessment, and revision
  multiple times while students are developing a
  complex performance or product to be used as an
  assessment of learning.

14
For the rest of tonight

• You are preparing to judge a chocolate chip
  cookie baking contest. For the competition, you
  have to create a rubric by which all entries will
  be judged.
• Your Assignment
• Write 1 criterion with 3-5 values

Criterion Value 1 Value 2 Value 3 Value 4 Value 5
15
Where we are headed

• No HSR meeting in April
• Final HSR Meeting will be on Thursday, May 14 at
  4 p.m.

16
Assignment for May

• Develop a task-specific rubric to assess your
  assignment
• Must include (at a minimum)
• 4 Criteria 3-5 Performance Levels

Level 1 Level 2 Level 3 Level 4 Level 5
Criteria 1
Criteria 2
Criteria 3
Criteria 4
17
Where we are headed

• Deadline
• Your task-specific rubric should be posted on
  the wiki by Friday, May 8.
• NOTE At the May meeting, we will exchange
  completed sample papers and rubrics to peer
  assess each others product.