An Assessment Team

Presentation…Richard Gardner, Kelly Powell, and Tracey Widmann

• This program is an exploration of best practices with regards to the use and creation of rubrics.

• Our system is designed to help you understand not only how to assess your students’ needs but also how to shape your instruction to meet those needs.

We Provide Meaningful Answers to Common Questions

• A rubric is merely a scoring tool used to evaluate a particular project, essay, paper, speech, or collaborative activity. Rubrics clearly establish what students need to know about the criteria and quality of a given assignment. (DUH)

• WE TEACH YOU HOW TO EVOLVE YOUR CLASSROOM CULTURE WITH THE USE OF THIS TOOL.

Step One: Choose Your RubricHolistic vs. Analytic

• To integrate the use of rubrics into your curriculum, you must first know which kind of rubric is appropriate for your purpose.

• A holistic rubric looks at the big picture and better measures a student’s grasp of large concepts with abstract relationships.

• An analytic rubric helps you measure specific skills as part of a greater project (this is especially useful with science labs or math proofs).

• We Provide Examples and Techniques for Using Both !!!

Step Two:Creation and Formatting

• Rubrics must be presented in a clear and precise manner for them to be effective.

• We show you how to format rubrics and where to place evaluation information.

• We expose you to appropriate rubric language that is free from bias.

• We help you create evaluation criteria that are precise by showing you what types of adjectives are appropriate and inappropriate for rubric use.

• Again, We Provide Examples !!!

Occupational Performance Assessment

 

Teacher Name: Gardner, Powell, Widmann

Student Name:     _______________________________________________________________________

Criteria 3 Exceeds expectations 2 Meets expectations 1 Task not yet mastered

Student will navigate from the parking lot of the Asheville Transit Authority to an information kiosk and find a map with his/her current location.

Student is able to independently accomplish task and move to next objective.

Student is able to complete the task by asking for assistance from community members.

Student is able to complete task with a prompt or redirection from the chaperone.

Student will determine the most direct route from his/her location to the Asheville Mall.

Student is able to independently accomplish task and move to next objective.

Student is able to complete the task by asking for assistance from community members.

Student is able to complete task with a prompt or redirection from the chaperone.

Student will board, ride, and depart the bus at the proper stop.

Student is able to independently accomplish task and move to next objective.

Student is able to complete the task by asking for assistance from community members.

Student is able to complete task with a prompt or redirection from the chaperone.

Student will keep track of the time, return to the bus stop, and board the appropriate bus.

Student is able to independently accomplish task and move to next objective.

Student is able to complete the task by asking for assistance from community members.

Student is able to complete task with a prompt or redirection from the chaperone.

Step Three:Quality Outcome Measurement

• We help you create, articulate, and explain the gradations of quality for each criteria you measure.

• We guide you in the use numerical gradations (i.e. 3, 2, 1, 0), alphabetical scores (i.e. A, B, C, D, or F), or the use of words and phrases (i.e. Superior, Above Standard, At Standard, Below Standard).

• However a rubric is evaluated, we help you make sure that students are able to tell at a glance what is expected to demonstrate mastery.

• This Time We Help You Provide Examples !!!

Step Four:Avoiding Common Flaws

• Rubrics should not focus on task-specific criteria but should contain evaluative criteria that are instructionally relevant and guide lesson planning.

• Rubrics should not be excessively general and should maintain a positive tone throughout.

• Rubrics should not be too long. Kiss!• Rubrics should represent skills necessary to obtain the

desired learning target (you are not teaching to the test).

• We Help You Teach More Than The Test !!!

Step Five:Rubrics & Student Self-Assessment

• Once you know how to design a flawless rubric, you must teach students how to utilize it correctly to facilitate positive growth and learning.

• We help you teach students how to self-assess using your scoring tools.

• This helps them revise and expand upon their original ideas while integrating feedback into their project.

You might be interested in our companion presentation which includes

Gallavan and Kottler’s Research• As teachers attempt to increase student

engagement, responsibility, and satisfaction in the learning process, they must give their students more voice, choice, and ownership.

• Through collaboration in designing assignments, constructing rubrics, and assessing progress, students become immersed in the complexities of assessment.

Gallavan and Kottler’s Seven Steps

To collaborate with students to align assessments and construct rubrics, use the following seven steps:

1. Preview the curriculum with your students. 2. Provide a variety of assessments/assignments which

are relevant to your learning target.3. Facilitate conversations with students about how they

want to demonstrate understanding.

Steps…

4. Prioritize assessments/assignments which are most appropriate for the learning target as a class

5. Discuss and decide upon the details of the assessments/assignments together in class

6. Allow students time to self-assess, receive feedback from you, and make revisions

7. Reflect upon the collaborative process before going to the next unit

ReferencesAndrade, H. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-30.

Andrade, H. (2007). Self-Assessment through rubrics. Educational Leadership, 65(4), Retrieved November 1, 2009, from http://daretodifferentiate.wikispaces.com/file/view/Self-

Assessment+Through+Rubrics+-+Andrade+-+December+2007_January+2008.pdf

Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, citeria generation, and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practice, 27(2), 3-13.

Gallavan, N. P., & Kottler, E. (2009). Constructing rubrics and assessing progress

collaboratively with social studies students. The Social Studies, 154-158.

Goodrich, H. (1997). Understanding rubrics. Educational Leadership, 54(4), 14-17.

Kan, A. (2007). An alternative method in the new educational program from the point of performance-based assessment: Rubric scoring scales. Educational Sciences: Theory & Practice, 7(1), 144-152.

Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 25, Retrieved November 4, 2009, from http://PAREonline.net/getvn.asp?v=7&n=25

References…

Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73(6), 324-328.

Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation. Retrieved November 4, 2009, from http://PAREonline.net/getvn.asp?v=7&n=3

Popham, J. W. (1997). What’s wrong- and what’s right- with rubrics. Educational Leadership, 55(2), 72-75.

Tierney, R., & Simon, M. (2004). What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation, 9(2), Retrieved November 4, 2009, from http://PAREonline.net/getvn.asp?v=9&n=2

Turley, E. D., & Gallagher, C. W. (2008). On the Uses of rubrics: Reframing the great rubric debate. English Journal, 97(4), 87-92.

Yoshina, J. M., & Harada, V. H. (2007). Involving students in learning through rubrics. Library Media Connection. Retrieved November 2, 2009, from http://www.linworth.com/pdf/lmc/reviews_and_articles/featured_articles/yoshina_feb07.pdf