SBL_16_ppt_EN Building rubrics and evaluation forms.pptx

Building rubrics and evaluation forms

1. In person training: presentation 5

2. Building rubrics and evaluation forms SBL_ 16 _ppt_EN Mieke Achtergaele, Karel Moons, Silvia Viaene Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

3. Content of the presentation

4. Building rubrics and evaluation forms

5. Building rubrics (1) Start with the desired higher order skill(s) as they are often the objective of the lesson. Make an inventory of the subskills you need to execute of the higher order skill. Define for each subskill what it entails for the levels Observation, Imitation, Creation and Originality : Observation: the student does not really participate in the assignment. They observe what the others are doing. If there was homework, they didn’t make it. Imitation: the student copies what the others do or recycles the examples used in the lesson. As such you see slight variations of similar outcomes. Creation: the student creates own solutions and new possibilities for the content of the lesson. They play with the possibilities of the subskill. Originality: the student uses other skills, not foreseen in the lesson and integrates these skills with the subskill of the lesson. They do what others don’t do.

6. Building rubrics (2) Pitfalls: Using words that indicate levels (poor, more, better, excellent, …) They are too subjective for self-regulated learning. Write down what you expect. Using the verb ‘can’. It is not about what a student possibly ‘can’, it is about what they show and demonstrate. Go through your rubric a second time and delete all these verbs. Reformulate. The lower in the rubric, the more you use combinations of previous subskills. Show the evolution into higher order skills. (This is in contrast with the view of competences, that are seen as independent of each other.) Allow diverse behaviour. Rewrite parts of the rubric if they are too restrictive and lead to only one possibility.

7. Illustration with creative writing (1) See ‘rubric creative writing’ in the additional resources. Determine your higher-order skill: e.g. Creative writing The higher-order skill gives the students a ‘view’ on ‘excellent performance’ AND on the different pathways to reach this level of excellence. For example: a student, who is good at storytelling, can use this subskill at the level of creation to become a better writer. A student, who is good at analysing texts, can focus on the observation modus in order to learn how writing works. After a longer period of observation, h e or she is able to take a leap to creativity.

8. Illustration with creative writing (1) Divide you higher-order skill into lower-order skills : associative narration space preparing the structure of a narrative literary devices collection and ordering of materials authorial point of view goals or purpose of a text form (genre) time: pace style time: structure

9. Illustration with creative writing (2) Translate knowledge into a 'how’: “How do you use this knowledge?” : e.g. You are able to recognize the purpose of a story/text. (It is not necessary to be able to enumerate the different goals of a text. If the student can recognize these and articulate them in their own words, then, they can use them to write a story). e.g. You are able to analyse stories in function of, e.g. time warps, flashbacks and flash forwards. Here the student exhibits a knowledge of time (structure) in texts that they use to analyse the text. In this case, the student has an extensive knowledge of how time is used and how this can be applied. It is not necessary to give the ‘right definition’.

10. Illustration with creative writing (2) Write the lower-order skills down, based on OICO-principles.

11. Illustration with creative writing (2) ‘Originalit y’ serves to integrate lower-order skills. Students can use 2 strategies to come to originality. In this example this is illustrated with the subskill ‘Collecting materials’: y ou enrich existing material by collecting mat erial via an unexpected approach. Originality is reached when a student can combine elements in a way that is also new for the class as a whole. A student collects material for a story about their experiences in their new neighbourhood based on the statements of their four-year-old brother. Another way to obtain originality is by combining a lower order skill with another lower order skill that is not used in the lesson. This combination should be new for the class as a whole. A student combines the subskill ‘collection of materials’ with the subskill ‘time (structure)’ by relating his experiences in his new neighbourhood to his experiences in the neighbourhood of his mother country as a child .

12. Illustration with creative writing (3) Think about diverse behaviour When diverse behaviour is not possible or not allowed, students cannot use their own strengths to develop. The used strengths are decided upon by the teacher. Moreover, activities based on diverse behaviour require that the student reflects on the activity and searches for ‘self-invented’ solutions. This deepens learning. When you ask students to write down a recipe to fry eggs diverse behaviour is limited. When you ask them to write down a simple open-ended four step recip e , students can vary in their words, cultures and even areas of interests (e.g. maybe a student writes down the recipe of how to make mortar for building a house!). Formulate the elements in the rubric in such a way that diverse behaviour is possible.

13. Illustration with creative writing (4) Reformulate 'can' or ‘is able to’ into observable behaviour. If your formulations express observable behaviour a student is obliged to ‘show’ what he or she can do. It becomes objective and clear. It gives the opportunity for the student to evolve from evaluation to self-evaluation. e.g. If the rubric says: ‘You prepare the structure of a narrative or story (plotline). You use an existing story structure to express your own ideas or ideas that are based on a similar experience.’ it allows the teacher to ask the student: “Show me where you did this”. You can download the rubric of creative writing in the additional resources. This extensive example allows you to see the broader perspective on rubrics. The rubric of your lesson is based only on the objectives of your lesson.

14. Building evaluation forms (1) Refresh the information ‘Didactics of Evaluation’ (SBL_09_ppt_EN Didactics of evaluation) Ask yourself which pathway the students need to grow in self-evaluation and evaluation. Write the steps down. Design the form you want to end your lesson(s) with, based on the forms in ‘Didactics of Evaluation’. Adapt the (language) level of the forms to your class. Split the end form into sub-forms to meet the written steps in point 1.

15. Building evaluation forms (2) Learning to evaluate is similar to learning to write. It takes some time before students provide nuanced and reliable answers. Students start in observation and imitation: in the beginning the imitate each other’s answers or give common answers. If you observe diversity in their answers, you can move on to the next step. Don’t judge, observe and reformulate!