Quality Rubrics, Quality Results

Transcription

1 Quality Rubrics, Quality Results NAEA National Convention 2010 Cris Guenter, Ed.D. Department of Education California State University, Chico

2 OBJECTIVES Introduce the concept of a rubric Identify differences in holistic and analytic rubrics Scrutinize different examples of rubrics Discuss approaches for developing rubrics Make connections to effective instruction and student learning through the use of rubrics and their resulting data

3 What is assessment? Assessment is the gathering of data, both quantitative and qualitative. The act of assessment is the analyzing of the collected data to make instructional decisions and informed evaluations.

4 What is a rubric? For most educators, a rubric is a printed set of scoring guidelines or criteria for assessing work, such as a performance or a product, and for giving feedback.

5 Holistic and Analytic Rubrics What is the difference between analytic and holistic rubrics? Holistic rubrics assess student work in a general fashion and assign one overall proficiency level. Analytic rubrics identify and assess specific components of a finished product and assign proficiency levels for each component.

6 Which one is better? Neither rubric is better than the other. Both have a place in authentic assessment, depending on the following: Who is being taught? Because there is less detail to analyze in the holistic rubric, novice learners may be able to integrate it into their schema better than the analytic rubric. How many instructors are scoring the product or performance? Different instructors have different ideas about what constitutes acceptable criteria. The extra detail in the analytic rubric will help emphasize the same criteria for an assignment being assessed by multiple instructors.

7 Rubric Reminders Neither the analytic nor the holistic rubric is better than the other one. Consider your students, the assignment, and those who will assess it, when deciding which type to use. For modeling, present to your students anchor products or exemplars of products at various levels of development.

8 Holistic Rubric Critical Thinking Scoring Rubric CA Academic Press

9 Analytic Rubric Lesson Plan Rubric for Student Teachers

10 Involve your students in the construction of rubrics. They will have a far better understanding of the art process and of the lesson expectations.

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14 Getting Started. Holistic Rubrics--Ask yourself what the overall student assignment is and what should ALL students be able to produce, demonstrate, show. Then determine the levels of proficiency. Analytic Rubrics--Ask yourself what the key criteria or categories are within the specific task or assignment. Then decide what YOU will accept as the minimum level of performance in each category.

15 Descriptive Words for Building a Rubric The words below are listed as prompts and grouped to help you in your own rubric construction. You can pick or choose what works for your lessons and assignments. High Level Words Strong, Superior, Excellent, Comprehensive, Outstanding, Mastery, Exemplary, Advanced, Distinguished Middle Level Words Satisfactory, Appropriate, Basic, Adequate, Apprentice, Proficient, Good, Accomplished Low Level Words Needs Work, Needs Improvement, In-Progress, Beginning, Novice, Unacceptable

16 When constructing rubrics, first ask yourself, What will I minimally accept? This gives you your acceptable range. You can build out to good, outstanding, etc. levels. You also know that there will be gaps or incomplete work with the unacceptable or needs work level.

17 Use of Points or Scoring Writing Rubric for Education Students Tips: Keep the point range tight for more objective assessing. You can weight a particular expectation level by doubling the points in that row.

18 Watch out for vague or unclear descriptors in your rubric. They are not fair to your students and they make the assessment become more subjective than it should. What is the difference between average and some? How is a student supposed to know? What is the difference between very consistent and reasonably consistent? How is a student supposed to know?

19 Be clear in your expectations. It will yield positive results from the students.

20 A Rubric Checklist Understand that a rubric can be changed or updated as needed, but that this should usually occur after an assessment has been completed and before it is used again. A rubric is meant to guide assessment. It does not replace it. A rubric is created for use with a specific assignment or a complete portfolio. A rubric is aligned with the tasks of the assignment or portfolio. A rubric is shared with students at the beginning of the assignment or development of the portfolio. A rubric is updated or refined through use or over time.

21 Rubric Uses Self-reflection Peer reviews Group reviews Teacher feedback

22 Using rubrics is an ongoing process. They are adjusted to respond to student needs and performance. Rubrics assist instructors and students by providing clear content focus and criteria for performance.

23 Use Your Rubric Data to Inform Your Instruction 35 students Assessment Results

24 Divide # of students for section by total # of students

25 Make data results visual. Analyze your data to inform your instruction.

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27 Why do this? Instruction has been informed through tradition, instinct, and regulations. More access to better information allows educated professionals to test their assumptions, identify needs, and measure outcomes. Schools are using data-driven decision making to provide more individualized instruction to students, track professional development resources, identify successful instructional strategies, better allocate scarce resources, and communicate better with parents and the community. (para. 2) Reference: Why use data for decision making in K-12 education? (n.d.) Retrieved April 11, 2010 from 3D-Data-Driven Decision Making.

28 Thank you for attending today. Made at

29 Cris Guenter, Ed.D. California State University, Chico Department of Education NAEAQRQR.ppt by Cris Guenter is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.