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Creating and Using Rubrics

Creating and Using Rubrics. Good for your students Good for you M. Williams P. Gluck Oct., 2006. Discuss with colleagues. Share a time when what your students turned in for a project/assignment was not at all like how you envisioned it? OR

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Creating and Using Rubrics

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  1. Creating and Using Rubrics Good for your students Good for you M. Williams P. Gluck Oct., 2006

  2. Discuss with colleagues • Share a time when what your students turned in for a project/assignment was not at all like how you envisioned it? OR • Share a time when you regretted a unique assignment/project when it came time to grade it?

  3. Team teaching directions • Sign up for the section you and your partner want to teach. Record the info. • At least one week before the teaching session, meet with your partner to decide what’s most important and what you can present in the 3 e/visual format. You want to teach the concepts while keeping the interest of the learners. This is not a speech to just show what you know. Seek help from me or others if needed. Each person must be prepared to teach solo if the partner doesn’t show. You may leave whatever materials you want to use with me to avoid being unprepared on that day. • 3 e/ visual format: a) explain the concepts b) give examples that illustrate your point- include at least one not in the text c) offer an exercise to allow learners to test if they understand the concept d) provide a visual for one or more of the components • At least 24 hours before the session, turn in a visual to me in person or electronically so I can make into an overhead. If you want to make copies for each student, you can ask me or do it yourself. • Use the rubric to be sure you are providing a quality, effective presentation.

  4. Rubric for team teaching Positive remarks • _____Seemed to understand the concepts • _____Provided additional clear explanations, besides the book explanation • _____Provided examples other than the ones in the book • _____Provided an “exercise” for student involvement • _____Answered questions from the class accurately Negative remarks • _____Didn’t seem to understand the concepts • _____Didn’t pronounce the words correctly • _____Didn’t explain clearly • _____Only asked minimal involvement of the class • _____Seemed unable to explain without using the book • _____

  5. Rubrics for evaluation of projects • a way to define “excellence” very specifically • a tool to link standards with assessment • another way to explain directions and the relative importance of each step in the process • a fairer, quicker method of producing a concrete grade

  6. More on rubrics • provides objective behaviors to help evaluate • allows for more creative ways of learning • helps to objectify something which can be subjective • can vary from flexible to very specific point values for each behavior

  7. Using rubrics • Students can help create the rubric after discussion or seeing samples . This empowers them and they know and are more apt to meet the criteria • Always give ahead, with directions, to encourage checking off as completed • Be willing to change after every use to “perfect”

  8. Rubric for facilitating the Book Club Name __________________ date _____________________ “A work” • __________ Met with instructor in person or on-line to consult on prep work at least a week ahead of time • __________ Turned in adequate guide questions • ___________Turned in adequate vocabulary words with page numbers • __________ Asked appropriate questions in discussion in addition to the guide questions • __________ Engaged most students in the discussion • __________ Seemed well-prepared Negative behaviors that take away from an “A” • ___________Didn’t complete advance prep work in time • ___________Limited the discussion to the guide questions only • ___________Relied on “right there” questions • ___________Didn’t provide enough vocab. words/phrases or page numbers • ___________Didn’t prepare well for entire chapter • ___________ • ___________

  9. Debate rubric Name _____________________________ Pro or Con? (circle) Positive: • _________ Appeared to have thought through reasons for position • _________ Appeared to have researched evidence and used it to support reasons • _________Gave a new aspect of the position, rather than just repeated what’s already been said • __________ Was able to refute the opponent’s arguments • __________ Gave sources for evidence • __________ Negative: • _________ Unable to refute opposing team’s arguments • _________ Unable to add anything new • _________ Gave unsupported, unreasoned opinions • _________ Used irrelevant or otherwise weak support • _________ Unable to cite sources of evidence • _________

  10. Websites for more info • http://rubistar.4teachers.org/index.php • http://www.ncsu.edu/midlink/ho.html • http://webquest.sdsu.edu/rubrics/weblessons.htm • http://www.teachervision.fen.com/teaching-methods/rubrics/4521.html

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