Presentation how to design rubrics
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This document provides guidance on designing effective rubrics for assessing student performance. It discusses that rubrics should have specific indicators for clearly defined criteria. Rubrics establish performance levels on a scale and describe the characteristics of each level. Benefits of rubrics include providing clear assessment standards for students and feedback. When designing rubrics, the document recommends limiting criteria to key areas, using concrete language, and involving students.
Presentation how to design rubrics
- 1. By Edgar Lucero Adapted from: Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on Apr 17, 2012, from www.sdst.org/shs/library/powerpoint/rubrics.ppt and Nancy Aller, PhD (2008) Designing Rubrics.
- 2. “The more specific your rubric, the less subjective the assessment.” “Indicators must be established from what you expect your students will do in line with the contents.”
- 3. A rubric is a guideline for rating student performance. It must define the range of possible performance levels. Within this range, there are different levels of performance which are organized from the lowest level to the highest level of performance. Usually, a scale of possible points is associated with the continuum in which the highest level receives the greatest number of points and the lowest level of performance receives the fewest points.
- 4. Benefits: • The rubric provides assessment with exactly the characteristics for each level of performance on which the students and the teacher should base their judgment. • The rubric provides the students with clear information about how well they performed and what they need to accomplish in the future to better their performance.
- 5. Rubric Checklist Rubrics include descriptors or Checklists have not judgment of indicators for each targeted criterion. quality. Rubrics provide a scale which Checklists can only be used when differentiates among the descriptors. “present or absent” is a sufficient criterion for quality.
- 6. Criteria (Rubric and Checklist): The specific areas for assessment and instruction. They must be clear and relevant, age appropriate, and form and function represented. Descriptors (Rubric): The level of performance for the criteria. They must be clear and observable. Indicators (Checklist more than Rubric): clearly indicate what is necessary to achieve in a level of performance. Levels of Performance (Rubric or Checklist): The degrees of quality of performance or the descriptive weigh (in numbers) of that performance.
- 7. Levels of Performance Criteria Descriptors
- 9. Holistic Analytical Views product or performance as a Separate facets of performance are whole; describes characteristics of defined, independently valued, and different levels of performance. scored. Facets scored separately Criteria are summarized for each score level. Excellent Researcher no apparent historical inaccuracies can easily tell which sources information was drawn from all relevant information is included Good Researcher few historical inaccuracies can tell with difficulty where information came from bibliography contains most relevant information Poor Researcher lots of historical inaccuracies cannot tell from which source information came bibliography contains very little information
- 10. 10 tips when designing your rubrics for your projects….
- 11. Use one specific rubric per alternative assessment and per different activity as possible. • Efficient • Builds recognition of excellence
- 12. Ifusing pre-designed rubrics, carefully consider quality and appropriateness for your project.
- 13. Aimfor concise, clear, jargon-free language “…in most instances, lengthy rubrics probably can be reduced to succinct…more useful versions for classroom instruction. Such abbreviated rubrics can still capture the key evaluative criteria needed to judge students’ responses. Lengthy rubrics, in contrast, will gather dust” (Benjamin 23).
- 14. Limit the number of criteria, but separate key criteria. “Very clear” and “very organized” may be punctual.
- 15. Use key, teachable criteria. Key Questions: What are my objectives? Are there other generalized objectives that should be included? What are the contents? How do I expect my students to do their performance?
- 16. Use concrete versus abstract, and positives rather than negatives Instead of “poorly organized” use “sharply focused statements, topic sentences clearly connected, logical ordering of paragraphs, and conclusion ends”. Key Question to ask yourself: Would student know what quality “looked like” by this description?
- 17. Use measurable criteria. • “Includes two or more new ideas…” instead of “creative and imaginative”
- 18. Aim for an even number of levels • Create continuum between least and most • Define poles and work inward • List skills and traits consistently across levels
- 19. Consider including students in creating or adapting rubrics Consider using “I” in the descriptors I followed precisely—consistently—inconsistently—MLA documentation format. I did not follow MLA documentation format.
- 20. Provide models of the different performance levels.
- 21. Design backwards—rubric first; then product/performance. Decide on the criteria for the product or performance to be assessed. Write a definition or make a list of concrete indicators—identifiable-- for each criterion. Develop a continuum for describing the range of performance for each criterion. Keep track of strengths and weaknesses of rubric as you use it to assess student work. Revise accordingly. Step back; ask yourself, “What didn’t I make clear instructionally?” The weakness may not be the rubric.
- 22. "Rubistar Rubric Generator" (http://rubistar.4teachers.org/) "TeacherRubric Maker" (http://www.teach- nology.com/web_tools/rubrics/) “Rubrician” (http://www.rubrician.com/language.htm” Rubrics for Web Lessons (http://edweb.sdsu.edu/webquest/rubrics/webles sons.htm)
- 23. Andrade, H.(2000). Using rubrics to promote thinking and learning. Alexandria, VA: ASCD. Asmus, E, (1999). Rubrics. Retrieved on May 29, 2007, from http://www.music.miami.edu/assessment/rubrics.html Baggio, C. Designing rubrics: Revising instruction and improving performance. Retrieved on March 1, 2007, from http://www.edutech.org.br. Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on May 29, 2007, from www.sdst.org/shs/library/powerpoint/rubrics.ppt Benjamin, A.(2000). An English teacher’s guide to performance tasks and rubrics. Larchmont: Eye on Education. Leavell, A. (n.d.). Authentic assessment: Using rubrics to evaluate project-based learning. WEBLIBRARY. Matthews, J. (2000). Writing by the rules no easy task. Retrieved on October 25, 2000 from <http://washingtonpost.com/wp-dyn/articles/A63599-2000Oct23.html> Simkins, M. (1999, August). Designing great rubrics. Technology and Learning. Wiggins, G. & McTighe, J. (1998). Tips for developing effective rubrics. Understanding by Design. Alexandria, VA: ASCD.