RUBRICS

1. RUBRICS DESIGNING and USING RUBRICS Michelle Ladhams, Coordinator Centre of Excellence in Languages Warrnambool Network

2. The easy part is learning how to do new things. The hard part is giving up what we normally do.

3. What is a Rubric? • A description of explicit learning goals • A vehicle for feedback • A guide for planning future learning • A scoring chart A rubric is one assessment tool which can be used to assess criteria which are complex and subjective.

4. A sample rubric –comparing two items Expected Qualities

5. A rubric is a formative form of assessment when it becomes an ongoing part of the whole teaching and learning process. Students can be involved in the assessment process through peer and self assessment. • As students become familiar with rubrics, they can assist in the rubric design process. • This involvement empowers students and as a direct result their learning can become more focussed and self-directed.

6. How can rubrics be used in assessment for learning by teachers? Teachers can use rubrics when they: • plan for student learning • monitor the progress of student learning during a task or activity • assess the completed task or activity • provide feedback to students • report to parents • VELS Personal Learning Domain“Evaluation of performance using self-evaluation rubrics” Personal Learning, The individual learner progression point 4.5”

7. How can rubrics be used in assessment for learning by students? Students can use rubrics: • when they plan their work • during the performance of the task or activity • at the completion of the task Why involve students? • To give then a voice in their own assessment • To be partners in learning • They will understand the expected qualities and indicators • They will understand feedback

8. How can rubrics be used in assessment for learning by peers? Students can support each other’s learning using rubrics. They can: • Assist in the monitoring of progress during a task • Assess the completed task • Provide feedback

9. The advantages of using rubrics in assessment are that they can: • Allow assessment to be more consistent, validand reliable • Impel teachers to clarifytheir criteriain specific terms • Make explicit to the student what is expected in a task and howtheir work will be evaluated • Promote student awarenessof the criteria to use in assessing self and peer performance • Provide students and teachers with useful feedback to improve their performances and practices • Specify benchmarksagainst which to measure and document progress

10. Guidelines for Rubric Development • Clearly determine learning objectives • Have each rubric item focus on a different element and clearly describe the stages in developing competence in that element • Keep it short and simple- use brief statements or phrases and not too many elements. Ideally, the entire rubric should fit on one page.

11. More Guidelines for Rubric Development • Focus on how students demonstrate their learning • Evaluate and refine rubric- Did it work? Was it clear enough? Was it sufficiently detailed?

12. Describing the range of competence • Writing clear descriptions of the stages of competence of an element is difficult. Often it is easier to write the two outside columns (no competence and full competence) first, then describe what the stages in between might look like. Rarely to sometimes to generally to always Beginning…Developing…Accomplished….Exemplary Novice. Apprentice…Proficient…Master Needs Improvement…Satisfactory….Good…Exemplary Below the Expected Standard….At the Expected Standard….Above the Expected Standard Okay….Good….Awesome Get the students to help you come up with descriptors

13. Basic Rubric

14. Rubric Websites • www.teach-nology.com/web_tools/rubrics/ • rubistar.4teachers.org • school.discovery.com/schrockguide/assess.html • www.rubrics4teachers.com/ • www.thinkinggear.com/tools • www.rubricbulder.on.ca • OR JUST DO A GOOGLE SEARCH FOR “RUBRICS”

15. A VCE example * N.B. These criteria are based on the assessment criteria given in the Indonesian (SL) exam 2005.

16. Rubrics in VCE • Let’s look at the criteria given at the end of year exams and design a rubric for Section Three: Writing in the LOTE.

17. Based on the Assessment Criteria * N.B. These criteria are based on the assessment criteria given in the Indonesian (SL) exam 2005.

18. Activity:- Choose a topic in your language and design your own Rubric for LOTE. e.g. An oral presentation A piece of writing A research project

19. Now let’s create some rubrics together … • First select the activity you would like to assess. • Decide what you would like to assess. • Fill in all the progression points of the matrix. • Reflect… “Are all aspects achievable and able to be judged by anyone and still reach the same conclusions?”

20. Rubrics • What aspects of the student work do you want to evaluate? • Here are some ideas to get you started: - grammar - pronunciation - behaviour - use of class time - presentation - use of class time. Rubric for evaluation.doc Rubric for Assessment of spoken task.doc

21. My contact details • Email: ladhams.michelle.m@edumail.vic.gov.au Phone: Warrnambool College 55644 444 Fax: 55644 479