Rubrics in the Classroom

1. Rubrics in the Classroom Miguel Guhlin mguhlin@yahoo.com

2. References for Information in this Slide Show • Pickett, N. (1998) 5 Simple Steps to Rubric Development. Http://www.edweb.sdu/triton/july/rubrics/rubric_guidelines.html • The Rubricator (1998). http://www.sltech.com/Downloads.html • Rubric Construction (1998) http://stone.web.brevard.k12.fl.us/html/comprubric.html • http://www2.ncsu.edu/unity/lockers/project/midlinknc/ho.html

3. Rubrics: From Our Mind to the Paper Rubrics are guides that can be used for a variety of reasons, such as: • Critiquing the effectiveness of a media and/or multimedia project. • Tool for assessment for teachers and students. • A process of establishing the essential goals of a project with students.

4. What is a Rubric? • It is a set of categories which define and describe the important components of the work being completed, critiqued, or assessed. • Each category contains a gradation of levels of completion or competence with an assigned score. • Each level has a clear description of what criteria need to be met to attain the score shown.

5. What do Rubrics emphasize? • Student decision-making • Collaborative learning • Performance-based assessment • Real world connections

6. Guidelines for Designing a Rubric • Know Your purpose • This is the most important decision you make. • A rubric is built around what you expect students to accomplish. • Types of Rubrics • Holistic - evaluates overall impression. • Analytic - Evaluates specific points. • Components of a Rubric • Scoring criteria - The points for evaluation • Criteria Descriptors - Expectations for each criteria • Scoring Levels - Range of evaluation choices. Source: http://pc65.frontier.osrhe.edu/hs/science/ota4.htm

7. 5 Simple Steps to Rubric Development 1. Determine learning outcomes (i.e. TEKS, TAAS). 2. Keep it short and simple (4-15 items; use brief statements or phrases). 3. Each rubric item should focus on a different skill. 4. Focus on how students develop and express their learning. 5. Evaluate only measurable criteria.

8. Design TIP: Defining Levels • After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. • These words will be the ones that you will change as you write the less than top level performances. • Use concept words that convey various degrees of performance.

9. Concept Words • Depth…breadth…quality…scope…extent…complexity…degrees…accuracy • Presence to absence • Complete to incomplete • Many to some or none • Major to minor • Consistent to inconsistent • Frequency: always to generally to sometimes to rarely.

10. Designing Rubrics on a Computer • Easy setup, editing, reuse, and publishing of Performance standards for future classes to clearly explain expectations to students. • Recording performance can be simplified with computerized form. • Publishing student reports is easy, clear, consistent with pre-performance standards, and professional looking.

11. The Rubricator State or Content Standards linked to… A Performance Task evaluated by... Rubrics or Checklists operationalized with Targeted Results demonstrating the... • Over 125 rubric and check list examples. • Assign rubrics and check lists to students and/or groups. • Ability to input standards and tie to rubrics, check lists, scales. • Performance Tasks. • Increased printing options. • Macintosh or Windows http://www.sltech.com/Downloads.html