Pre-Consensogram

Directions:

Please walk to the chart on the wall and place a dot for the scale to indicate prior knowledge on scoring rubrics.

Assessment Rubrics - What, When, and

HowMarina Benova

JHU School of Education

Desired Results

Learners will understand that …

If developed and used properly, rubrics can be effective assessment and self-assessment tools in teaching and learning processes

Learners will know…

Types of rubric and their elements

Guidelines for creating effective rubrics

Learners will be able to…

Compare and contrast well-developed and poorly developed rubrics

Design a model holistic or analytic scoring rubric for the performance task

Lesson Outline Pre-Consensogram

Learning Objectives

Turn to Your Partner (TTYP) Activity

Content Presentation/Discussion

Group Activity: a. Rubric Critique b. Rubric Design

Post-Consensogram

Scoring Tools In Our Lives

What decision have you recently made that involved choices based on criteria?

Consider…

-factors contributing to making the decision

-hierarchy of criteria

Share your thoughts with a partner, then with class.

What is a Rubric?“Rubric is a criterion-based scoring guide

consisting of a fixed measurement scale (e.g.4-6 points) and descriptions of the characteristics for each score point. Rubrics describe degrees of quality, proficiency, or understanding along a continuum. “

(UbD, p.173)

What Is the Place of Rubrics in the UbD?

Stage 2:

Chocolate Chip Cookie Performance Task:

Bake a chocolate chip cookie that Natalie would eat.

Chocolate Chip Cookie Criteria:

-Number of Chips

- Texture

-Color

-Taste

-Richness

Range of Performance:

Delicious

Tasty

Edible

Not Yet Edible

DELICIOUS GOOD EDIBLE NOT YET EDIBLE

NUMBER OF CHIPS

Chip in every bite

Chips in 75% of bites

Chips in 50% of bites

Too few/many chips

TEXTURE Chewy Chewy in the middle, crisp on edges

Texture either crunchy/crisp or 50% uncooked

Texture resembles a dog biscuit

COLOR Golden brown Either light from overcooking or light from being 25% raw

Either dark brown from overcooking or light from undercooking

Burned

TASTE Home-baked taste

Quality store-bought taste

Tasteless Store- brought flavor, preservative aftertaste-stale, hard, chalky

RICHNESS Creamy, high-fat flavor

Medium fat contents

Low-fat contents

Nonfat contents

Connections

What is the desired relation between the learning objectives, performance task, and a scoring rubric?

TYPES OF RUBRIC

HolisticProvides a single score

based on an overall impression of a learner’s performance on a task

When to Use:

-when a quick snapshot of achievement is needed

-when a single dimension is adequate to define quality

Holistic Rubric for Graphic Display of Data

3 All data are accurately represented on the graph. All parts of the graph (units of measurements, rows) are correctly labeled. The graph contains a title that clearly tells what the data show. The graph is very neat and easy to read.

2 Data are accurately represented on the graph OR the graph contains minor errors. All parts of the graph are correctly labeled OR the graph contains minor inaccuracies. The graph contains a title that generally tells what the data show. The graph is generally neat and readable.

1 The data are inaccurately represented, contain major errors or are missing. Only some parts of the graph are correctly labeled, or labels are missing. The title does not reflect what the data show, or the title is missing. The graph is sloppy and difficult to read.

TYPES OF RUBRIC Analytic

Uses several distinct criteria to evaluate learner products and performances

When to Use:

-when you want to show relative strengths and weaknesses

When you want detailed feedback

When you assess complicated skills or performance

When you want students to self-assess their understanding or performance

Analytic Rubric for Graphic Display of Data

TITLE10%

LABELS20%

ACCURACY50%

NEATNESS20%

3 The graph contains a title that clearly tells what the data show.

All parts of the graph(units of measurement, rows) are correctly labeled.

All data are accurately represented on the graph.

The graph is very neat and easy to read.

1 The title does not reflect what the data show or the title is missing.

Only some parts of the graph are correctly labeled or labels are missing.

The data are inaccurately represented, contain major errors or data are missing.

The graph is not neat and difficult to read.

Rubrics’ Strengths and Weaknesses

Holistic Rubrics

+ Quick scoring

+ Big Picture

- Lack of detailed information

- Ma be difficult to provide one overall score

Analytic Rubrics

+More detailed feedback

+more consistent scoring

+used by students to self-assess

- time-consuming scoring

What is a Good Rubric?Reflects standards and learning objectives

Assesses significant tasks, skill, and abilities

Determines criteria and performance levels

Uses specific descriptors

Teacher and student friendly

Co-created with learners

Team Activity 1 :Rubrics or “Screwbrics?”

Please see the packet.

In your teams, judge the quality of the rubrics in the packet.

What are the strengths of the well-developed rubrics?

What are the weaknesses of the poorly designed rubric?

Team Activity 2Please form a group of 4.

After you watch the video, develop a holistic or analytical rubric for the American Idol performance task.

Rubric Design Guidelines

1.What criteria must be present in the contestant’s performance to ensure that it is high in quality?

2.How many levels of achievement do I wish to illustrate for contestants?

3.For each criterion of quality, what is a clear description of performance at each achievement level?

4.What are the consequences of performing at each level?

Post-Consensogram

Directions:

Please walk to the chart on the wall and place a dot for the scale to indicate your understanding of using scoring rubrics after the presentation.

BibliographyGoodrich Andrade, H. (2005, Winter2005).

TEACHING WITH RUBRICS. College Teaching, 53(1), 27-30. Retrieved October 15, 2008, from Academic Search Premier database.

Eric D Turley, Chris W Gallagher. (2008). On the Uses of Rubrics: Reframing the Great Rubric Debate. English Journal, 97(4), 87-92. Retrieved October 13, 2008, from ProQuest Education Journals database. (Document ID: 1464220231).

 

BibliographyPopham, W.J. (2008). Classroom assessment: What

teachers need to know. Boston: Pearson Education, Inc.

Huba, Mary E. & Fred, Jann.E. (2000). Learner-centered assessment on college campuses. Shifting the focus from teaching to learning.

Boston: Allyn &Bacon.

Lane, Jill L. (2008). The Basics of rubric. Center for Instructional Development, Clayton State U. http://ctl.clayton.edu/cid

BibliographyHolistic critical thinking scoring rubric. Retrieved

May 3, 2004 from California Academic Press Web site: http://www.uog.edu/coe/ed451/tHEORY/HolisticCTrubric.pdf