+

Creating Dynamic Rubrics

+ Creating Dynamic Rubrics

Objectives: Discuss how to write standards-based rubrics Identify strategies for teaching students to use rubrics to

guide their work

+Need to Knows?

+Overview

Rubric should assess the Final Product of the Project.

Assess smaller assignments within the project by using other means.

Rubric should be given early in the project.Rubric should be connected to standards, so

that strong performance on final product corresponds to student mastery of standards.

+4 Steps to Creating Your

Assessment1. Identify the standards and objectives

students will learn in the project2. Align the final product of the project to

the standards3. Identify the criteria for the final product4. Write the rubric

1. Identify the standards and objectives students will learn in the project

2. Align the final product of the project to the standards

3. Identify the criteria for the final product4. Write the rubric

+ 1. Identifying Standards You Will Assess

How much time you will spend on each standard for this course? (curriculum mapping guide)

What standards will you include?

Example :

6. Stability in an ecosystem is a balance between competing effects.

a. Students know bio diversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

How much time you will spend on each standard for this course? (curriculum mapping guide)

What standards will you include?

Example :

6. Stability in an ecosystem is a balance between competing effects.

a. Students know bio diversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

+2. Align the Final Product with the Standard

Standard WHO might need to have this knowledge?

WHY might they need this information?

What might this person DO with this knowledge?

SAMPLE:Analyze the effects of the Industrial Revolution on England, the United States, Japan, etc.

-Environmentalist To identify the effects of industrialism on a developing nation

Create ways to prevent the negative effects of industrialism, share with government or people these effects

- Economist To make current market predictions according to previous trends

Share the information with stockholders or businessmen looking to do business in industrializing nations

- Politician To make political arguments for or against international tariffs or ethical labor laws

Create a bill or modify voting, work on a committee or push an issue with other politicians

SAMPLE:Organisms have a variety of mechanisms to combat disease (human immune response).

- Doctor To diagnose patients and share information with patients about their diseases

Inform patients or share knowledge with other doctors

- Drug company, marketing department To understand how their product can effect people Explain to doctors or clinics how this drug can help patients in a pamphlet or other written work (drug rep could verbally share this information with potential clients as well)

- Center for Infectious diseases, military specialist, or other government representative

To understand what the potential dangers are of disease on the health of the nation

Create an information packet or pamphlet about dangers of germ warfare or other publication

YOUR STANDARD HERE:

Standard Student role Scenario Product

+3. Identify the Criteria for the Project3. Identify the Criteria for the Project

DO the project yourself (or at least walk through the steps of the project)

Visualize what the students will need to complete Decide what is most important in the project vs.

“busy work” Determine what sources are available and needed

for this project Look at your sample and create a list of

“essentials” that must be included to meet the standards and the driving question of your project (higher order thinking is reflected in final product)

DO the project yourself (or at least walk through the steps of the project)

Visualize what the students will need to complete Decide what is most important in the project vs.

“busy work” Determine what sources are available and needed

for this project Look at your sample and create a list of

“essentials” that must be included to meet the standards and the driving question of your project (higher order thinking is reflected in final product)

+ Identify the Criteria for the Project (continued)Identify the Criteria for the Project (continued)

Look at your sample and highlight the items from your checklist of essentials: Example-->

Redo the sample as necessary to add further information or reflect skills from the standards or incorporate further higher order thinking

Look at your sample and highlight the items from your checklist of essentials: Example-->

Redo the sample as necessary to add further information or reflect skills from the standards or incorporate further higher order thinking

Document

+4. Turning the Criteria Into Your Rubric

Start with the proficient section and list the items from your “essentials list”

Proficient•Narrative includes a overall thesis about the uniqueness of the student interviewed•Narrative includes information in a logical, sequential order•Information included has clear significance and/or relevance to the thesis•Incidents mentioned have clear description of setting•Narrative includes sensory detail and feelings of the interviewee.

+Writing the rubric

Write More Objective Statements (that don’t look like these)

Graphics are displayed Creatively

Writing is enthusiastic and written in a fluid manner

Introduction uses an engaging strategy

Description goes ABOVE AND BEYOND in its description of the history of the event

Description includes many relevant facts or details.

+Higher Order Thinking in Your Rubric

New Technology Network Rubric Rhetoric- Cheat Sheet

Rubrics are often one of the most difficult components to create when developing a Project Based Learning Unit. Th is ÒCheat SheetÓ provides lists of action verbs that you can use to help guide you as you write your next rubric. The verbs are based on BloomÕs Taxonomy and lend themselves to ideas of how students can demonstrate proficiency in key processes of learning.

CRITERIA UNSATISFACTORY

(Below Performance Standards) PROFICIENT (Minimal Criteria)

ADVANCED (Demonstrates Exceptional Performance)

StudentsÉ List Te ll Define Locate Recognize Explain Illustrate Describe Summarize Interpret Expand Convert

StudentsÉ Demonstrate Apply Use Construct Find Solutions Collect Information Perform Solve Choose Appropriate Procedures Debate Different iate Genera lize Conclude Organ ize Determine Distinguish

In addition to meeting the PROFICIENT criteria É

StudentsÉ Create Design Plan Produce Compile Develop Invent Compare Decide Evaluate Conclude Contrast Develop Criteria Assess Appraise

Descript ion

(%)

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

+ Getting Students to USE the Rubric

At first, the Students won’t read the rubric unless you support them

Ideas on getting the students to use the rubric:

Journal Prompts:In the Proficient column of the Science content rubric for this project what does it mean when it says “___________________.”

The rubric for this project required you to describe the history of the event, the demography of the area, and the physical geography of the environment. Which of these have you currently completed? In the space below summarize each of the three in 1-2 sentences each.

Read through the rubric: Describe three things that you have to do in order to receive a “B” in the Math Content.

+ How can I get the students use the rubric to guide their work?

Reference the Rubric throughout the project

+How can I get the students use the rubric to guide their work?

Peer Editing

+Other Strategies???

+ Next steps

Work with your team teacher or another thought partner to create your list of “essentials” that will be placed into your rubric