Download
1 / 42
420 likes | 521 Vues
Writing Rubrics & Documenting Student Progress : As Easy as 123. Janice M. Bibik - University of Delaware Karen F. Edwards - University of Delaware Anna E. DeVito - Radford University Elaine Gregory – Roberts Wesleyan College. Background.
E N D
Writing Rubrics & Documenting Student Progress: As Easy as 123 Janice M. Bibik - University of Delaware Karen F. Edwards - University of DelawareAnna E. DeVito - Radford University Elaine Gregory – Roberts Wesleyan College
Background • Virginia Health & Physical educators will begin documenting student learning as part of their Annual Performance review in Virginia. • University educators are trying to prepare our students to be able to do this • Also trying to work with K-12 educators to document student learning in a meaningful way
Objectives • Participants will be able to • write a physical education specific rubric with or without help from other participants or presenters • describe ways to document student learning on a post-test with or without help from other participants or presenters • indicate increased comfort with assessment and documenting student learning after participating in this session via a short pre and post questionnaire
Outline • Pre-assessment • Introduction & Introductions • What is a Rubric • Why Use a Rubric • Types of Rubrics • How to build a rubric • Practice building Rubrics • Use rubrics to document student learning • Evaluating your rubric • Q & A • Post Assessment
Pre-assessment • To get your mind thinking about rubrics • 3 minutes • X marks the spot
Rubric has been in English since the 1400’s Root of rubric refers to the color red or red earth In 1658, Phillips stated that a rubric is “a noted Sentence of any Book marked with red Letters” (Oxford English Dictionary) The Catholic Church used the term for the directions for the Mass which were printed in red In law, a rubric is a title for a statute or section of legal code printed in red
All of That Brings Us to a Variety of Definitions in Education!
One of the basic tools telling us what matters best. • Wiggins, 1998 • A rule or guide by which students’ performance/product is judged. • Nails down criteria making it available to schools, teachers, parents, and students and providing clear directions and focus. • Schmoker, 2006
Today’s rubrics refer to a category of behavior that can be used to evaluate performance. They create a standard and descriptive statement that illustrates how the standard is to be achieved. • Cooper & Gargan 2011
Are Rubrics Important? • Rubrics specify what’s needed in order to achieve different levels of performance • Rubrics help teachers think carefully, critically about what they are teaching and what students need to learn
Rubrics align the criteria and instructional objective • Makes the scoring of performance more accurate and consistent • Documents the procedure used in making judgments about student performance • Provide teachers and students opportunities for reflection, feedback and continued learning
Types of Rubrics • Checklists • Rating Scales • Holistic
CHECKLISTS • Simple to design • List components that must be present in a product/performance • Simple to use • Component is either present or not • Can be used by the teacher or a peer • No judgment of quality • Good for formative assessment
Dribbling Ball While Stationary Name_____________________________ Check () to indicate which of the critical elements are PRESENT. Uses finger pads _____ Hand on top of ball _____ Ball is waist level _____ Head is up/eyes forward _____ Ball is under control _____ Performance Definitions Present – Demonstrated in MORE than half of the student’s attempts in individual skill drill/task Absent – Demonstrated in LESS than half of the student’s attempts in individual skill drill/task
RATING SCALES • Can assess specific elements of performance or behavior • Must make a judgment about the quality of the criteria • 3 or more levels of performance must be identified & defined to adequately describe range of performance • Must determine the extent to which element is present
HOLISTIC RUBRICS • Describes all elements to be present at each level • Must make a judgment about the quality of ALL criteria simultaneously • 3 or more levels of performance must be identified • Criteria are combined into paragraphs • Must know subject matter VERY WELL
The rubric • An assessment tool that describes levels of student achievement on performance tasks • The points (scores) of the scale are equidistant on a continuum • Descriptors are provided for each level of student performance • The highest point indicates exemplary performance • When good rubrics are used well, teachers and students receive extensive feedback on the quality of student learning (Boston, 2002).
Power Point Presentation Rubric • 5 Well done, exceptional work • 4 Good work, an obvious effort was made • 3 Mediocre work, much more effort could have been made • 2 Poor work, not much effort put into it • 1 Not worth the effort • 0 Not done
Work at Teams at your tableOr work on your own if you want to!
What do you think is important to assess in the assigned topic?
Formative Assessment • Formative • To assess present level • Give Feedback • Check for understanding
Authentic Assessment • Authentic Assessment • Student demonstrates behavior in real life situations • Basketball dribbling during a game rather than in a drill
Portfolio • Keep track of student progress • Short term long term • Students assess their own accomplishments • Determine the extent to which standards have been demonstrated • Help parents & child understand their child’s progress • Drive instruction
Pre-Test Post Test • Measure before • Teach • Measure after • Document change in students
