RUBRIC WRITING WORKSHOP

1. RUBRIC WRITINGWORKSHOP #HTAVAC19 #lawlesslearning lawlesslearning.com/pd

2. 1. why?

3. Why use rubrics? Students: know how to get better get higher quality feedback on their performance assessment data used as information rather than as judgement

4. Why use rubrics? Parents: Know what their child can do, not how they compare Know the next thing their child is ready to learn Sees more motivated students – especially those at the top and at the bottom

5. Why use rubrics? Teachers more consistent marking quicker to mark you don’t have to write as many comments more detailed information for reporting rewarding professional discussions between teachers promotes development linked to skills not what is “normal” the teacher knows where a student is ready to learn can target teaching intervention to use with that student or group of students

6. The problem with badly written rubrics most rubrics are badly written confusing to students, teachers and parents hard to mark lots of time put in to them without much gain can’t use them to find students ZPD or “goldilocks zone” don’t teach skills

11. 2. INGREDIENTS

12. ingredients curriculum learning taxonomies student work teacher experience

13. 3. STRUCTURE

14. Rubrics should… • No more than 5x4 (5 skills and 4 levels) • Ease of marking • Have bottom criteria something all students can do • To ‘capture’ current ability of all students • Top criteria a stretch for top students • To push top students • Not be weighted • Don’t confuse reporting achievement with assessing ability

15. Let’s write a rubric

16. 4. WRITING CRITERIA

17. Ten rubric writing guidelines https://reliablerubrics.com/category/assessment-rubrics/what-is-a-rubric/guidelines/

18. Let’s EDIT OUR rubric

19. Quality criteria should… Allow teachers to infer development. Don’tcount (e.g. some, many) counts don’t show quality they discourage students from experimenting it isn’t true that more of something means higher quality e.g. spelling rubrics that have “no words spelt incorrectly” can make students just use easy words

20. Quality criteria should… Allow teachers to infer development. Don’tcount (e.g. some, many) Uses 2-3 quotes Uses more than 3 quotes Uses quotes Applies quotes that demonstrate theme(s)

21. Quality criteria should… 2. Not use ambiguous, subjective or comparative language (e.g. appropriate, suitable, adequate) Leads to inconsistent marking No agreement on what “appropriate” means Doesn’t help students know what is required

22. Quality criteria should… 2. Not use ambiguous, subjective or comparative language (e.g. appropriate, suitable, adequate) Demonstrates an adequate knowledge of the text Explains concrete aspects of plot

23. Quality criteria should… 3. Discriminate between quality, not steps in a sequence just doing more steps doesn’t equal better quality each step can be done to a higher quality

24. Quality criteria should… 3. Discriminate between quality, not steps in a sequence Writes introduction and conclusion Writes introduction, conclusion and three paragraphs Uses correct essay structure Uses link sentences between paragraphs

25. Quality criteria should… 4. Have one central idea 5. Describe observable behaviour - what students do, say, make or write 6. Use positive language 7. Use student-friendly language

26. Let’s critique each others’ Rubrics

27. 5. USING THE DATA

28. Interpreting rubric data formatively • Create ability based groups • Create individual targeted teaching interventions • e.g. a task that says: • this is what the skill is • some worked examples • some exercises

30. 6. support

31. benlawless8@gmail.com www.lawlesslearning.com/pd www.reliablerubrics.com

32. Rubric layout…

35. Advice Start out slow Critique existing rubrics Try a rubric for one assignment Do this with just one class Create targeted activities just for one skill on a rubric

36. Potential issues • Teachers don’t agree on what should be on rubric, or what order the criteria should be • So… an opportunity for good discussions about what is being taught • What if students don’t do things in the order that the rubric says? • Your rubric needs changing. • Less experienced teachers, or teachers writing rubrics alone suffer this problem more

37. Potential issues • It takes too long to make rubrics • It does get a lot quicker • Once written, using rubrics greatly reduces time marking • it gets quicker, making rubric saves time writing long comments • It doesn’t give grades • You could count the number of boxes shaded and award a percentage based on that