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Assessment and Rubrics

Assessment and Rubrics. Dr. Molly Fisher. Types of Assessment. Many types, but two are predominant: Summative assessment: assessment of learning or assessment that is primarily designed to document what students know and are able to do 

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Assessment and Rubrics

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  1. Assessment and Rubrics Dr. Molly Fisher

  2. Types of Assessment • Many types, but two are predominant: • Summative assessment: assessment of learning or assessment that is primarily designed to document what students know and are able to do  • Formative assessment: assessment for learning or assessment that is primarily designed to get information about student achievement that you will need, moment-by-moment, day-by-day in order to make crucial instructional decisions

  3. Phases of Classroom Assessment • Planning an assessment • Gathering evidence • Interpreting evidence • Using results from assessment

  4. Couple of Definitions • Rubric – A rating scale that can be designed and used with a certain class or students. Details level of work for different points. • Performance task – Performance tasks are generally open-ended and require time for grappling with a problem • Portfolio – A purposeful collection of student work that exhibits the student’s efforts, progress, and achievement in one or more areas. The collection must include student participation in selecting the contents, the criteria for selection, and criteria for judging merit, and evidence of student self-reflection

  5. Assessment Techniques • Informal observation • Interviewing • Peer assessments • Portfolios • Writing • Testing

  6. Scoring Techniques • Holistic scoring assigns a single number based on the overall quality of the student’s work. Holistic scoring gives general descriptors of the achievement necessary to attain them.  • Analytic scoring is useful to score various dimensions or traits of student work separately

  7. Rubric Activity • Directions • Each group writes a rubric for the following problem • Answered by 3rd and 4th graders • No formal instructions were given on solving the problem • Problem was read to students and reread as many times as needed.

  8. THE PROBLEM 19 children are going to the circus. Five children can ride in each car. How many cars will be needed to get all 19 children to the circus?

  9. Your turn to grade! • Grade each of the following without discussing it within your group….

  10. Amy (5th month of 4th grade)

  11. Andrea (5th month of 4th grade)

  12. Alex (3rd month of 3rd grade)

  13. Carl (3rd month of 3rd grade)

  14. Ben (3rd month of 3rd grade)

  15. Group Discussion • How well did your rubrics work? • Compare your scores with the rest of your group

  16. New Activity • This time, the rubric has been created already!

  17. The Problem • A Carpenter makes only 3-legged stools and 4-legged tables. At the end of one day, he had used 31 legs. How many stools and tables did he make?

  18. Suzy

  19. Toby

  20. Ralph

  21. Katie

  22. Results

  23. Reference • Reys, Lindquist, Lambdin, and Smith (2007). Helping children learn mathematics (8th ed.). Hoboken, NJ: Wiley.

  24. Final Questions?

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