RUBRICS:A REFRESHER COURSE

PRINCESS ANNE MIDDLE SCHOOL

STAFF WEEK TRAINING, AUGUST 2014

SELF-ASSESSMENTScore yourself on this self-assessment about your comfort level with rubrics. Use a 1-4 scale with 1 = novice to 4 = “I could do this in my sleep.”

a) Aligning with learning targets, VBOs, and benchmarks

b) Using for formative assessment (feedback to students)

c) Measuring student growth and achievement on skill development rather than task completion

d) Using for future planning

e) Writing rubrics that actually assess what I want them to assess

GOALS FOR TODAY’S SESSION:

1. Understand the purpose of rubrics in assessment and grading

2. Understand how a checklist differs from a rubric

3. Understand the difference between analytic and holistic rubrics

4. Practice writing rubrics that focus on student learning, not task completion

5. Analyze/construct rubrics to evaluate student work with attention to providing high quality feedback for the learner

THREE STAGES OF BACKWARD DESIGN

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

Begin

End

Pre-assessment of K-U-Ds Stage 2 Hook

Sequence of Teaching & Learning: Stage 3

(differentiated according to readiness, interest and learning profile)

Summative AssessmentStage 2

Ongoing Assessment Stage 2

UNIT PLANNING

Ongoing Assessment Stage 2

EstablishK-U-Ds and EQs for the Unit: Stage 1

Goal:Your task is _______________________________________________________________________________________Your goal is to _____________________________________________________________________________________The problem or challenge is _________________________________________________________________________The obstacles to overcome are _______________________________________________________________________

Role:You are___________________________________________________________________________________________You have been asked to ____________________________________________________________________________Your job is ________________________________________________________________________________________

Audience:Your clients are____________________________________________________________________________________The target audience is ______________________________________________________________________________You need to convince_______________________________________________________________________________

Situation:The context you find yourself in is ____________________________________________________________________The challenge involves dealing with ___________________________________________________________________

Product Performance and Purpose:You will create a _________________________________ in order to show___________________________________You need to develop ______________________________ so that ___________________________________________

Standards and Criteria for Success:Your performance needs to __________________________________________________________________________Your work will be judged by __________________________________________________________________________Your product must meet the following standards: ________________________________________________________A successful result will _____________________________________________________________________________

Construct a Performance Task Scenario Using GRASPS

Based on the work of Grant Wiggins and Jay McTighe

RUBRICS

Rubrics are a way to communicate to students what is considered important and how a product/task will be evaluated

RUBRICS DESCRIBE proficiency

Proficiency is the level of performance students must meet to demonstrate they met the standard/outcome.

WHY LEVELS OF PROFICIENCY?

• Clear Expectations: The teacher can clearly communicate to students what is considered important and how a product/task will be evaluated. Students better understand what performance on a task looks like if the levels of performance are clearly identified, particularly if descriptors/indicators for each level are included.

•More Consistent and Objective Assessment: The teacher is better able to consistently and objectively distinguish between superior, mediocre, and poor performance when evaluating student work.

•Better Feedback: The teacher and the students can more clearly recognize areas of growth and areas that need improvement.

TYPES OF RUBRICS

each criterion/domain scored separately

Holistic:

Analytic:

gives a single score or the entire product or performance based on an overall impression

RUBRIC COMPONENTS:

• Specific criteria: Identified complex domains that evolve directly from the established set of KUDs

• Levels of proficiency: The level of performance students must meet to demonstrate they met the standard/outcome (i.e., novice, apprentice, practitioner, expert)

• Descriptors/indicators: Identified behaviors within the performance task for each criterion and level of performance

COMPARISON

In your packet, find the math performance task (television) and the rubric called Changing Communities.

With your group, what do you notice about the information provided by each?

LET’S TRY IT…

Working with partners, read through your poster task and decide as a group what would be the evidence of learning that you would look for within the content of the poster.

(Evidence of learning: content, skills, behaviors)

Learning: 1.___________________________2.___________________________3.___________________________4.___________________________

LEVELS OF PROFICIENCY

Using the “Words and Phrases” hand-out, decide what would be the best descriptive words to use for the “4” level and the “2” level. Complete the poster at your table.

What would a 3 look like?

Learning: 1.___________________________2.___________________________3.___________________________4.___________________________

Phrases for superior (4):

Phrases for emerging (2):

Phrases for proficiency (3):

CREATE THE RUBRICWith your partners, create one domain of the rubric for the learning or skill that would be assessed for the poster. Include all four levels:

4 = superior or exceeds all requirements;

3 = proficient;

2 = emerging;

1 = novice.

Domain 4 3 2 1

WALKABOUT

Using the sticky notes, take a gallery walk and jot down what you notice about the different rubrics.

When you return to your table, put your sticky note(s) in the center of the table for all to see.

5-3-1Within your group, decide upon the five most powerful words about rubrics and write them on your team sheet.

You will receive another group’s list. Cross out two words and choose the best three. Write a brief reason why each of these words relate to rubrics.

You will receive another group’s list of three. Cross out two words and choose the best one. Write a brief reason why it is the best word.

Write the best word on the chart paper at the front of the room.

12345

1 2345

1 2345

EXIT TICKET

Choose one of the words from the list (or if you don’t like any of them, choose your own word…) and explain how that words is important in your understanding of rubrics.

RESOURCES

Brookhart, Susan M. How to create and use rubrics for formative assessment and grading. ASCD: Alexandria, VA, 2013.

Fisher, Douglas & Frey, Nancy. Checking for understanding—formative assessment techniques for your classroom. ASCD: Alexandria, VA, 2007.

Reeves, Douglas. Elements of Grading—a guide to effective practice. Solution Tree: Bloomington, IN, 2011.