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DESIGNING RUBRICS

DESIGNING RUBRICS. Hein van der Watt Curriculum Development Practitioner. What is a rubric?. Linked to outcomes. Scale with progression. Criteria for competency / pass result. Characteristics / items / skills / tasks. Levels of proficiency/ Degrees of quality.

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DESIGNING RUBRICS

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  1. DESIGNING RUBRICS Hein van der Watt Curriculum Development Practitioner

  2. What is a rubric? Linked to outcomes Scale with progression Criteria for competency / pass result Characteristics / items / skills / tasks Levels of proficiency/ Degrees of quality Descriptive criteria - clear / understandable and measurable What is excellence? – Highest level What is not acceptable Clearly stated What is competence

  3. Why use rubrics? Assess skills that are “difficult” to assess Provide timely feedback Prepare students to use detailed feedback Encourage critical thinking Help to refine our teaching skills Level the playing field Make assessment transparent

  4. Chocolate Chip Cookie Make use of the table provided (PAGE 8) and design your own rubric to assess a quality “chocolate chip cookie”

  5. Other examples • Rubrics with weighted criteria – see hand out, page 13

  6. Rubrics - Summary Learning to create rubrics is like anything else in life – it takes some time and commitment to create the first one. BUT once the task becomes second nature, it actually saves time; provide more effective teaching resulting in more effective learning.

  7. Feedback on assessment Why and how do we give feedback on assessment of learning?

  8. FEEDBACK & RUBRICS – ASSESSMENT FOR LEARNING • Helps clarify what good performance is - transparency • Develop self-assessment (reflection) • High quality information to students own learning – assessment FOR learning • Encourages teacher and peer dialogue • Provides opportunities to close the gap • Provides information to teachers to help shape teaching Nicol and Macfarlane-Dick (2006:205-215)

  9. Thank you!!!

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