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Creating Dynamic Rubrics

Creating Dynamic Rubrics. Creating Dynamic Rubrics. Objectives: Discuss how to write standards-based rubrics Identify strategies for teaching students to use rubrics to guide their work. Need to Knows?. Overview. Rubric should assess the Final Product of the Project .

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Creating Dynamic Rubrics

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  1. Creating Dynamic Rubrics

  2. Creating Dynamic Rubrics Objectives: • Discuss how to write standards-based rubrics • Identify strategies for teaching students to use rubrics to guide their work

  3. Need to Knows?

  4. Overview Rubric should assess the Final Productof the Project. Assess smaller assignments within the project by using other means. Rubric should be given early in the project. Rubric should be connected to standards, so that strong performance on final product corresponds to student mastery of standards.

  5. Continuum of Assessment • Daily • Homework • Weekly • Quiz • Lab • Informal assessment • Early milestone • Journal • Self-reflection • Preliminary plans • Group process report • Mid-project milestone • Essay • Mini-Presentation • Model • Storyboard • Blueprint • End of project • Exhibition • Completed artifact • Oral presentation • Defense before a panel • Unit Test

  6. Let’s get started! • Create a Table or use the NTN template • Determine Performance levels • 3-4 levels (Unsatisfactory, Proficient, Advanced) • Consistency/Agreement between classes within the same school is easier on students • Determine Category labels and which SWLOS you’ll assess. • Break it up either by part of the project or by infromation included in the project • Group standards into broader categories that relate to each other.  

  7. Keep Going! 4. Write Descriptors Start with the proficient column-this is the baseline that each group must complete to pass the project Move to advanced-what would you hope students would do to go above and beyond? Use the unsatisfactory column as more than just “not proficient.” Use it to alert students to common mistakes and pitfalls Need help? Try the Rubric Rhetoric Cheat Sheet

  8. And Finally. . . 5. Determine the weights of each part of the project How important is each piece to the final product? How much weight should the SWLOs have? 6. Get Feedback Someone with fresh eyes can always see something you’ve missed-especially ambiguity.

  9. 4 Steps to Creating Your Assessment • Identify the standards and objectives students will learn in the project • Align the final product of the project to the standards • Identify the criteria for the final product • Write the rubric

  10. 1. Identifying Standards You Will Assess • What standards will you include? Example : 6. Stability in an ecosystem is a balance between competing effects. a. Students know bio diversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

  11. 2. Align the Final Product with the Standard Standard Student role Product Scenario

  12. 3. Identify the Criteria for the Project Think back to the Need to Knows you’re trying to create with the entry event DO the project yourself (or at least walk through the steps of the project) • Visualize what the students will need to complete • Decide what is most important in the project vs. “busy work” • Determine what sources are available and needed for this project • Look at your sample and create a list of “essentials” that must be included to meet the standards and the driving question of your project (higher order thinking is reflected in final product)

  13. 4. Turning the Criteria Into Your Rubric Start with the proficient section and list the items from your “essentials list”

  14. Writing the rubric Write More Objective Statements (that don’t look like these) Graphics are displayed Creatively Writing is enthusiastic and written in a fluid manner Introduction uses an engaging strategy Description goes ABOVE AND BEYOND in its description of the history of the event Description includes many relevant facts or details.

  15. Higher Order Thinking in Your Rubric

  16. Getting Students to USE the Rubric At first, the Students won’t read the rubric unless you support them • Ideas on getting the students to use the rubric: • Journal Prompts: • In the Proficient column of the Science content rubric for this project what does it mean when it says “___________________.” • The rubric for this project required you to describe the history of the event, the demography of the area, and the physical geography of the environment. Which of these have you currently completed? In the space below summarize each of the three in 1-2 sentences each. • Read through the rubric: Describe three things that you have to do in order to receive a “B” in the Math Content.

  17. How can I get the students use the rubric to guide their work? Reference the Rubric throughout the project

  18. How can I get the students use the rubric to guide their work? Peer Editing

  19. Checklists v. Rubrics KITTY KARRIER PROJECT REQUIREMENTS ☐ Low Cost Materials ☐ No Metal Parts ☐ Fit Underneath Seat on Plane ☐ Open & Close Access ☐ Comfortable & Breathable ☐ Rigid Structure

  20. Next steps Work with your team teacher or another thought partner to create your list of “essentials” that will be placed into your rubric

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