BHCA PROFESSIONAL DEVELOPMENT SERIES

1. BHCAPROFESSIONAL DEVELOPMENT SERIES Taking it to Another Level: Increasing Higher Order Thinking 2007-2008 Session 3

2. Goals for Today • Review Depth of Knowledge Homework • Discuss and understand rubrics as a tool to assess student work • Begin to develop a rubric to utilize in the classroom • Review extension activity

3. Rubrics… Encouraging Critical Thinking Skills and Unique Student Products

4. Where are you now? • Do you use rubrics to assess student work? If so, how? • What do you already know about rubrics? • What are some things you want to learn about using rubrics to assess student work?

5. WHY RUBRICS? • Rubrics create a vision for specifying levels of quality in a desired objective • Lowest to highest and somewhere in-between • Helps make an essentially subjective evaluation as clear, concise and defensible as possible • Explicitly defined levels of action-oriented criteria by either another party or through self-assessment

6. How to Develop a Rubric • Define the learning outcome or objective • Work backwards to define possible criteria • Range from highest performance to lowest • Each level should be directly observable • Scores either numerical or qualitative are assigned • Share with the students the accountable standards

7. Identify Learning Outcome:Retell a story Rubric Title: Comprehension Retelling

8. Work backwards to define possible criteria

9. Range from highest performance to lowest

10. Scores either numerical or qualitative are assigned

11. Extension Activity • Think about the kind of assessments of student learning you are or will be doing. Identify one assignment for which you could use a scoring rubric. Develop your rubric as a grade level, then use the rubric as an assessment tool for student work within the next two weeks. Bring in the rubric and student work samples on November 6, 2007.