Assessment-of-Learning-Group-6.pptx pROCESS IN DEVELOPING AND USING RUBRICS

Assessment-of-Learning-Group-6.pptx pROCESS IN DEVELOPING AND USING RUBRICS

1. Lesson 6: Process in Developing and Using Rubrics for Alternative Assessment

2. WHAT IS A RUBRIC?

3. An assessment tool that specifies the performance expectations for any kind of student work, particularly those that are not traditional in nature, such as portfolio, outputs or projects and performances. An evaluation tool that describes quality of work.

4. Three Essential Features: (1) criteria or the aspects of performance that will be assessed. (2) descriptors or the characteristics associated with each criterion. (3) performance level that identify students level of mastery.

5. Examples of student performances and outputs that can be assessed by a rubric: STUDENTS PERFORMANCES 1. Oral Presentations/Demonstrations 2. Dramatic/Creative Performances 3. Public Speaking 4. Athletic Skills Demonstration/Competition PRODUCTS/OUTPUTS 1. Visual Products 2. Kinesthetic Products 3. Written Products 4. Verbal Products

6. Different Types of Rubric General/Generic Rubric - contains criteria that are general and can be applied across tasks. Task-Specific Rubric - criteria that are unique to a specific performance task to be assessed.

7. Holistic Rubric - student's performance or output is evaluated by applying all criteria simultaneously, thus providing a single score based on an overall judgment about the quality of student's work. Analytic Rubric - student's work is evaluated by using each criterion separately, thus providing feedback about a student's performance or product along siveral dimensions. - this is most applicable for assessing a complex performance or product.

8. Rating/Grade Characteristics A(Exemplary) Very organized B(Satisfactory) Covers important topics C(Emerging) Delivery is fast;some items not covered well D(Unacceptable) Does not give adequate coverage of the topic Sample Holistic Rubric for Oral Presentation

9. Sample Analytic Rubric for Oral Presentation Standards 4 Exemplary 3 SATISFACTORY 2 Emerging 1 Unacceptable Organization Has a clear opening statement . Opening statement with relevant topic. Somewhat disorganized. Has no opening statement. Content Substance and dept. Uses appropriate sources. Lacks content. Does not give adequate coverage of the topic Delivery Has natural delivery. Has appropriate space. Not understandable. Is often hard to understand Use of media Uses slides effortlessly. Looks at slide to keep on track. Relies heavily on slides. Just reads slides. Response to questions Demonstrates full konowledge of topic. Shows ease in answering questions. Answers questions but not convincingly. Cannot answers most questions. Grade

10. What are the characteristics of a good rubric?

11. Explicit Aligned Diagnostic Valid Authentic

12. What are the basic steps in developing rubrics?

13. Step 1: Identify the learning outcomes and performance task to be evaluated Choose task that are essential, authentic, complex, feasible and measurable. Step 2: Identify the quality attribute or indicators of the performance task Explore and specify the skills, knowledge and behavior that you will be looking for to describe the standard in one's performance.

14. Step 3: Determine measure criteria Cluster the list of attributes and or indicators into possible groups or categories and label the categories.

15. Step 4: Determine the benchmarks and point values A number of descriptors can be used to denote the levels of performance (with or without accompanying symbols for letter or number grades).

16. Level 4 Exemplary Distinguished Substantially Developed Outstanding Level 3 Accomplished Proficient Mostly Developed Proficient Level 2 Developing Apprentice Developed Acceptable Level 1 Beginning Novice Underdeveloped Unacceptable

17. Step 5: Write the benchmarks or performance descriptors for each criterion It is important that the behaviors, characteristics, or qualities that illustrate or exemplify each performance level are clear and delineated.

18. The difference between performance points can be presented by: (1) aspects of performance or behavior at different levels (2) adjectives, adjectival phrases, adverbs and adverbial phrases to present different qualitative differences between levels (3) numeric references to identify quantitative differences between levels (4) degrees of assistance needed by the student to complete the task

19. Rubric is an important component in teaching-learning process. It’s not only helping teachers assess the student’s works but also to aware the students of what are expected of them in relation to assessment taks. HOW CAN YOU MAKE RUBRICS USED TO YOUR STUDENTS?

20. To make the rubrics more relevant and useful to students, it is important for teachers to: 1. Prepare the rubrics before the student begin with their assigned task; 2. Develop rubric with performance descriptors that are easily understood by students;

21. 3. Present the rubric to students and allow them to give their opinions to improve and refine it; 4. If possible, involve students in ma king the rubric; and 5. Orient the students on how to effectively use the rubric.

22. L Level Performance Benchmark Proficient I know this very well. I can teach others how to make one. Master I can do it by myself. However, I sometimes make mistakes. Developing I am getting there. However, I still need help to be able to perfect it. Novice I cannot do it myself. I need help to make a good/effective test. Evaluate the level of your skills in designing a rubric using the following scale:

23. L Level Possible Tasks Proficient Help or mentor colleagues who are having difficulty in designing rubrics. Willingly contribute or supervise the development of rubrics for department use. Master Examine the areas that you need to improve and address them immediately. Consult colleagues on what you needs to be revised, added, or deleted in the rubrics you have to developed before they are implemented. Developing/Novice Read more books/referemces on how to develop rubrics. Work and collaborate with your colleagues who are teaching the same course/subject in developing a rubric.

24. Educator's Input The educator has found that using rubrics has greatly facilitated the process of assessing students' work and performances. They have developed a variety of rubrics for different assignments and projects in their course, including research papers, oral presentations, peer/group evaluations, and other outputs.

25. The detailed descriptions in the rubrics help the educator clearly differentiate between different levels of performance, from "novice" to "expert." This ensures fair and consistent assessment.

26. The process of creating a rubric: 1. Identifying the performance task or output. The first step is to determine the key assignment, project, or assessment that will best measure the students' learning in the subject. 2. Specifying the necessary components. Once the performance task is identified, the next step is to specify all the necessary components that should be included.

27. The process of creating a rubric: 3. Defining performance levels. The rubric should then outline the attributes that characterize different levels of performance, from excellent to unacceptable. 4. Aligning with learning objectives. The development of the rubric should be closely aligned with the key learning objectives and outcomes for the course or assignment.

28. The challenge of writing descriptions for different performance levels in a rubric: 1. Differentiating performance levels. The most difficult part of creating a rubric is clearly differentiating and describing what distinguishes one level of performance from another.

29. 3. Basing on different criteria. The response also proposes using different types of criteria as the basis for delineating the performance levels. 2. Using parallel descriptions. The idea is to structure the descriptions so that they build upon each other in a logical, progressive way from one level to the next.

30. THANK YOU!