Creating Rubrics

Creating Rubrics

Information taken from Formative Assessment and Standards-Based GradingRobert Marzano 2010

Today's Learning Goals • Distinguish an effective and ineffective rubric • Identify the characteristics of an effective rubric • Create an effective Rubric • Referencing Chapter 1, Grading Smarter, Not Harder, How do we separate behaviors from academics?

RUBRICS ACTIVITY • Opening Activity • Take off the title or topic of your rubric - anything that identifies what it is supposed to grade. Write this on the back of the sheet. • Hand your rubric to another person/group

Read the rubric and note everything the rubric is measuring. If it is measuring more than one thing be sure to note it. • At the top of the paper write what you think this rubric is measuring. • Look on the back and see if what you identified is what the author said the rubric was evaluating/measuring • Give the rubric back to the original author

Rubric Activity Continued • Look at your rubric again and see if you would change anything after it was critiqued. • What would you change as a result of this critique? • Re-write your rubric to make sure it accurately measures your intended criteria. What changes need to happen to ensure the rubric is measuring your intended outcome?

Before Writing a Rubric • You must understand the difference between a learning goal and learning activity • You must have an understanding of the progression of leaning

Learning Progression • A continuum of how learning develops in any particular knowledge domain so you are able to locate students learning on the continuum and decide on pedagogical action to move learning forward • Do we reduce students grades because the work is late or give 0’s for work not completed? What recommendations are given in Chapter 1, Grading Smarter, Not Harder? • A series of related learning goals that culminate in the attainment of more complex learning goals

Learning Goal • What the student will Know or be able to do as a result of the learning • Stated: students will understand • Stated: students will be able to

Learning Activity • Everything the student will do • to help them learn the • new information or new skill

Rubric Definition • Set of criteria describing the standard to be met or the learning goal

Characteristics of Rubrics • Authentic assessment • Has a specific Set of criteria • Focuses on one learning goal, objective, or standard

Characteristics Continued • Does not include other criteria that might get in the way (dilute) of assessing the actual skill or knowledge • Must be explained to students • Samples and examples should be given

Characteristics of Rubrics Continued • Shows how a work will be graded • Can represent learning progressions • Should be re-written by students in groups after explained by teacher

Rubric Characteristics • Should be designed by teams of teachers who teach the same course • Should be done during Unit planning • Aligned with instruction

Steps to Creating a rubric • Design a scale or rubric (a continuum that articulates distinct levels of knowledge or skills relative to a specific learning goal, objective or standard. Use 0-4

The scale explained • Number 3 is always the specific or targeted learning goal/objective/standard student should achieve (mastery)

In scores 2,3,4 the competence is related specifically to the different content • 4-Competence regarding more complex content related to the learning goal • ---------------------------- 3 -------------------------------- • 2-Competence of simpler content related to the learning goal • 1-With help can demonstrate some competence • 0-With help cannot demonstrate competence

Step 1 • Identify one or more specific learning goals that will be the target of instruction/standard (look at your unit plan) • This description is generally noted on number 3 of the 5 point scale (0-4)

Step 2 • Identify some simpler content for each learning goal • These descriptions are noted as numbers 1-2

Step 3 • Explain the rubric to students. Explain what is meant by the score values 4,3,2,1,0 with examples

Step 4 • Re-write Use student friendly language done in cooperation with students

Making Scale more Specific (half points) • 3.5 Student has shown competence meeting the targeted learning goal and some success at the 4 level content • 2.5 The student is successful at the score of 2 content and has partial success at the level 3 content

The Achievement Scale

Closing Activity • Using one of your Unit Plan's create a rubric • OR • Re-design your original Rubric to make it more effective

Creating Rubrics