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Pre-Consensogram

Pre-Consensogram. Directions: Please walk to the chart on the wall and place a dot for the scale to indicate prior knowledge on scoring rubrics. Assessment Rubrics - What, When, and How. Marina Benova JHU School of Education. Desired Results. Learners will understand that …

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Pre-Consensogram

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  1. Pre-Consensogram Directions: Please walk to the chart on the wall and place a dot for the scale to indicate prior knowledge on scoring rubrics.

  2. Assessment Rubrics - What, When, and How Marina Benova JHU School of Education

  3. Desired Results Learners will understand that … If developed and used properly, rubrics can be effective assessment and self-assessment tools in teaching and learning processes Learners will know… Types of rubric and their elements Guidelines for creating effective rubrics Learners will be able to… Compare and contrast well-developed and poorly developed rubrics Design a model holistic or analytic scoring rubric for the performance task

  4. Lesson Outline • Pre-Consensogram • Learning Objectives • Turn to Your Partner (TTYP) Activity • Content Presentation/Discussion • Group Activity: a. Rubric Critique b. Rubric Design • Post-Consensogram

  5. Scoring Tools In Our Lives • What decision have you recently made that involved choices based on criteria? • Consider… -factors contributing to making the decision -hierarchy of criteria • Share your thoughts with a partner, then with class.

  6. What is a Rubric? • “Rubric is a criterion-based scoring guide consisting of a fixed measurement scale (e.g.4-6 points) and descriptions of the characteristics for each score point. Rubrics describe degrees of quality, proficiency, or understanding along a continuum. “ • (UbD, p.173)

  7. What Is the Place of Rubrics in the UbD? Stage 2:

  8. Chocolate Chip Cookie Performance Task: Bake a chocolate chip cookie that Natalie would eat.

  9. Chocolate Chip Cookie • Criteria: -Number of Chips - Texture -Color -Taste -Richness • Range of Performance: Delicious Tasty Edible Not Yet Edible

  10. Connections What is the desired relation between the learning objectives, performance task, and a scoring rubric?

  11. TYPES OF RUBRIC • Holistic Provides a single score based on an overall impression of a learner’s performance on a task When to Use: -when a quick snapshot of achievement is needed -when a single dimension is adequate to define quality

  12. Holistic Rubric for Graphic Display of Data

  13. TYPES OF RUBRIC • Analytic Uses several distinct criteria to evaluate learner products and performances When to Use: • -when you want to show relative strengths and weaknesses • When you want detailed feedback • When you assess complicated skills or performance • When you want students to self-assess their understanding or performance

  14. Analytic Rubric for Graphic Display of Data

  15. Rubrics’ Strengths and Weaknesses Holistic Rubrics Analytic Rubrics +More detailed feedback +more consistent scoring +used by students to self-assess - time-consuming scoring + Quick scoring + Big Picture • Lack of detailed information • Ma be difficult to provide one overall score

  16. What is a Good Rubric? • Reflects standards and learning objectives • Assesses significant tasks, skill, and abilities • Determines criteria and performance levels • Uses specific descriptors • Teacher and student friendly • Co-created with learners

  17. Team Activity 1 :Rubrics or “Screwbrics?” • Please see the packet. In your teams, judge the quality of the rubrics in the packet. What are the strengths of the well-developed rubrics? What are the weaknesses of the poorly designed rubric?

  18. Team Activity 2 • Please form a group of 4. After you watch the video, develop a holistic or analytical rubric for the American Idol performance task.

  19. Rubric Design Guidelines • What criteria must be present in the contestant’s performance to ensure that it is high in quality? • How many levels of achievement do I wish to illustrate for contestants? • For each criterion of quality, what is a clear description of performance at each achievement level? • What are the consequences of performing at each level?

  20. Post-Consensogram Directions: • Please walk to the chart on the wall and place a dot for the scale to indicate your understanding of using scoring rubrics after the presentation.

  21. Bibliography • Goodrich Andrade, H. (2005, Winter2005). TEACHING WITH RUBRICS. College Teaching, 53(1), 27-30. Retrieved October 15, 2008, from Academic Search Premier database. • Eric D Turley, Chris W Gallagher. (2008). On the Uses of Rubrics: Reframing the Great Rubric Debate. English Journal, 97(4), 87-92. Retrieved October 13, 2008, from ProQuest Education Journals database. (Document ID: 1464220231).

  22. Bibliography Popham, W.J. (2008). Classroom assessment: What teachers need to know. Boston: Pearson Education, Inc. Huba, Mary E. & Fred, Jann.E. (2000). Learner-centered assessment on college campuses. Shifting the focus from teaching to learning. Boston: Allyn &Bacon. Lane, Jill L. (2008). The Basics of rubric. Center for Instructional Development, Clayton State U. http://ctl.clayton.edu/cid

  23. Bibliography • Holistic critical thinking scoring rubric. Retrieved May 3, 2004 from California Academic Press Web site: http://www.uog.edu/coe/ed451/tHEORY/HolisticCTrubric.pdf

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