Rubrics discussion and sample and notes.pptx

Sample rubrics

1. The Process of Developing Scoring Rubrics

2. 1. Identification of Criteria Define the learning objectives: Clearly identify what you want students to learn or achieve through the assignment. Identify key qualities: Determine the specific qualities or attributes that you want to assess in student work. These should be aligned with the learning objectives.

3. 2. Decision on Holistic or Analytic Rubric Holistic Rubric: Evaluates the overall quality of the work, considering all criteria simultaneously. Analytic Rubric: Evaluates each criterion separately, providing more detailed feedback.

4. 3. Development of Scoring Levels Create performance levels: Establish clear and distinct levels of performance, such as “exceeds expectations,” “meets expectations,” “approaches expectations,” and “does not meet expectations.”

Develop descriptors: For each criterion and performance level, provide detailed descriptions that explain what characteristics are expected. These descriptions should be specific, observable, and measurable.

5. 4. Weighting of Criteria Determine relative importance: Decide which criteria are more important than others and assign appropriate weights. Consider learning objectives: The weighting should reflect the priorities of the learning objectives.

6. 5. Review and Refinement Seek feedback: Share the rubric with colleagues or other stakeholders for input and feedback. Revise as needed: Make necessary adjustments to the rubric based on the feedback received.

7. Key Considerations Clarity and Specificity: Ensure that the criteria and descriptors are clear, specific, and understandable to both students and teachers.

Alignment with Learning Objectives: The rubric should directly align with the learning objectives of the assignment.

Reliability and Validity: The rubric should be reliable, meaning it consistently measures the intended qualities, and valid, meaning it accurately measures what it is supposed to measure.

8. Fairness: The rubric should be fair to all students and avoid bias. Defining Criteria: The text emphasizes the importance of defining criteria for both the highest and lowest levels of performance. This helps to establish a clear framework for evaluating student work. Identifying Middle Levels: The text suggests a systematic approach to identifying middle levels of performance by comparing the best and worst performance criteria. This ensures a balanced and comprehensive rubric. Key Considerations

9. Avoiding Unnecessary Categories: The text cautions against creating too many score categories that are difficult to distinguish. It is better to have a few meaningful categories than many that are redundant.

Using Descriptive Language: The text recommends using descriptive language to define score categories, focusing on observable characteristics rather than subjective judgments.

Testing Reliability: The text suggests testing the reliability of the rubric by having multiple teachers evaluate the same work and comparing their scores. High correlations between raters indicate a reliable rubric. Key Considerations

10. Key Considerations Refining the Rubric: If there are significant differences in scores assigned by different teachers, the rubric may need to be refined to ensure clarity and consistency.

11. General vs. Task-Specific Rubrics
General Rubrics General Rubrics
Broader Application: Can be used to assess a variety of tasks or assignments across different subjects.

Focus on General Skills: Evaluate general skills such as critical thinking, communication, and problem-solving.

Adaptability: Can be adapted to different contexts and assignments with minor adjustments.

12. General Criteria Excellent (5) Good (3) Needs Improvement (2) Organization Clear and logical structure Well-organized with some minor flaws Disorganized or difficult to follow Content Relevant and insightful Relevant but lacks depth Irrelevant or superficial Grammar and Mechanics Few or no errors Occasional errors Many errors

13. Task-Specific Rubrics Tailored to Specific Tasks: Designed to assess specific skills or knowledge related to a particular assignment.

Narrower Focus: Focus on the specific requirements and expectations of a given task.

Higher Level of Detail: Provide more detailed criteria and descriptors for the specific task.

14. Task-Specific Criteria Excellent (5) Good (3) Needs Improvement (2) Thesis Statement Clear and well-supported Clear but could be further developed Stated but lacks clarity or support Research Thoroughly researched with credible sources Adequately researched with some credible sources Limited research with insufficient sources Analysis Demonstrates a deep understanding of the topic and provides insightful analysis Demonstrates a good understanding of the topic and provides some analysis Shows limited understanding of the topic and lacks analysis

15. When to Use Which General Rubrics: Suitable for assessing general skills or when you want to use the same rubric across multiple assignments.

Task-Specific Rubrics: Appropriate for assessing more specific skills or knowledge related to a particular task.

16. How rubrics can help teachers and students in several ways 1. Clarifying Criteria: Rubrics help teachers clarify the criteria by which student work will be assessed. This ensures that both teachers and students are aligned on the expectations for the assignment.

2. Focusing Student Attention: Rubrics can help students focus on what is truly important in the assignment. By providing clear criteria, students can better understand what is expected of them and adjust their efforts accordingly.

17. 3. Coordinating Instruction and Assessment: Rubrics can be used to align instruction and assessment, ensuring that students are taught the skills and knowledge that will be assessed. This can lead to a more coherent and effective learning experience.

4. Enhancing Student Agency: The text emphasizes the importance of student agency, which is characterized by the student’s ability to set and pursue their own learning goals. Rubrics can help students develop agency by providing clear expectations and empowering them to take ownership of their learning. How rubrics can help teachers and students in several ways

18. Checklists and Rating Scales The text differentiates between scoring rubrics, checklists, and rating scales. While all three tools can be used for assessment, scoring rubrics are unique in that they include descriptions of performance quality. Checklists and rating scales simply list criteria without providing detailed descriptions.

19. Checklist

20. Rating Scale