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Developing Standards-Based Rubrics for Technology Education

Developing Standards-Based Rubrics for Technology Education. International Technology Education Association Conference February 21, 2008. Classroom Problem. Technology Education uses instructional strategies and activities that are hands-on (process based), applied and authentic.

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Developing Standards-Based Rubrics for Technology Education

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  1. Developing Standards-Based Rubrics for Technology Education International Technology Education Association Conference February 21, 2008

  2. Classroom Problem • Technology Education uses instructional strategies and activities that are hands-on (process based), applied and authentic. • Assessment or grading of student work may be subjective as a result. • Problem: Students don’t know what or how their projects are being graded, and • Teachers don’t have means of assessing the lesson, instructional methods or defining the assessment to outside stakeholders.

  3. Standards • Standards can improve achievement by clearly defining what is to be taught and what kind of performance is expected. • They can raise the quality of education by establishing clear expectations about what students must learn if they are to succeed. • They must be measured or assessed to know whether or not students are meeting the prescribed outcomes.

  4. Wiggins and McTighe (1998) Six Facets of Evidence • The assessment strategy is valid, reliable, sufficient, feasible, student-friendly and based on authentic work, • The assessment is grounded in credible and educationally vital evidence of the desired outcomes, • Students will be able to exhibit the desired outcomes, • The proposed assessment plan is sound, • The assessment models are developed and made available to stakeholders and • It is clear what learners will need to know for the assessment.

  5. Goals of Standards-Based Assessment From Measuring Progress (ITEA, 2002) • Provides specific targets and expectations for students to achieve, • Allows students to learn how to evaluate their own projects and to be aware of their progress, • Generates more information regarding how a student is progressing towards understanding the content… • Uses a variety of means to communicate, such as multimedia, models…, and • Encourages accountability of students and provides a means to demonstrate learning to parents, administrators, and the community.

  6. Student Assessment Standards From Advancing Excellence in Technological Literacy (ITEA, 2003) • A-1: Assessment of student learning will be consistent with Standards for Technological Literacy: Content for the Study of Technology (pp. 20-21), • A-2: Assessment of student learning will be explicitly matched to the intended purpose (pp. 22-23), • A-3: Assessment of student learning will be systematic and derived from research-based assessment principles (pp. 24-27), • A-4: Assessment of student learning will reflect practical contexts consistent with the nature of technology (pp. 30-32), and • A-5: Assessment of student learning will incorporate data collection for accountability, professional development, and program enhancement. (pp. 36-37)

  7. Scoring Devices • Checklist: teachers simply checks that the student did the step or activity. This pass-fail device is still very subjective. A student who does the work at a 70% level earns the same grade as the student who does the work at a 100% level. • Likert-Style Scoring: Criteria are graded 1 (low) through 5 (high). No or minimal definitions are provided.

  8. Rubrics • Two-dimensional matrix used to organize ideas. • Used to assess a performance or process element - the major critical attributes that focus upon best practices. • The performance or process elements are the standards to be assessed. • For example: • Production (performance) of a public service announcement video for United Way. • Safe use (process elements) of a band saw

  9. Rubrics • Rubrics are standards-based when they: • State specific grading criteria • Define exact ways the students can meet those criteria • Assign a numeric score or percent to the level of performance • When complete and validated, rubrics can be used to objectively evaluate students for assessment and accountability purposes.

  10. Types of Rubrics • Prescriptive: used for calculating exact grade. Used at the secondary level for accountability purposes. • Holistic: teacher uses this to get general sense of student’s abilities. Used in lower elementary grades for writing descriptive comments in progress reports and grades.

  11. Rubric Components Criteria: conditions of a performance or process that must be met. Divided into specific skills, attributes, elements, dimensions or traits and listed on left vertical axis of rubric. Number of criteria: range from 2-10. If less than 2, no need for rubric. If more than ten, create rubrics for sub-processes or trim the number of criteria.

  12. Rubric Components Levels of Performance: indicate how well the criteria are being met for the performance to be considered good. Linked to scale indicating grade points or percent level. Levels can be set as two (met or not-met), three (below), four or five (highly discrete indications of performance) Written into horizontal axis of rubric.

  13. Rubric Components Grade or scored points in levels dependent on many factors. Number of levels Total points of assignment Distribution within criteria: even or weighted Range of points within level or single number: Range difficult to set into electronic grading and single does not clearly discriminate.

  14. Setting Levels • Number of levels is a function of the purpose of the rubric and the school culture. • Two level: Either/or (pass/fail, acceptable/unacceptable) Can be used as a gatekeeper for students to move on • Three level: Not enough range of descriptors (Unacceptable, acceptable, target) • Four level: Best mix of descriptors (unacceptable, emergent, acceptable, target) forces teacher to make clear choices in levels of proficiency. • Five level: Too many levels, more difficult to distinguish between (Poor, amateur, acceptable, target, exceptional)

  15. Rubric Components Descriptors of Performance accurately describes level of performance, specifies concrete examples, or indicates telltale signs of what to look for in each criteria. Described in intersecting cells. May use words like No, somewhat, minimally, meets expectation, goes beyond, insightful with descriptive statements.

  16. Weighting • Weighting focuses student attention on more or less important aspects of the skill or performance. • Should be based on the value of the criteria in the real world by professionals. • Criteria of teamwork, communication or individual effort can be used to account for students who don’t work hard in group settings.

  17. Building Rubrics • Find out how the real world defines quality performance or a product. • Gather examples of student and expert work that illustrates a range of quality. 3. Sort the samples into 4 – 6 groupings by quality of performance or product. 4. Differentiate within the performance or product specific skills or attributes.

  18. Building Rubrics 5. Write descriptive statements for these attributes. 6. Within the specific skill or attributes, write an operational definition at the different levels. 7. Link your student and expert examples to the different criteria and levels for instructional, communication, and professional development purposes.

  19. Building Rubrics 8. Use the rubric in their classrooms and evaluate the results. • Was it understandable to students? • Did it capture the quality of skills or products as they are in the real world? • Does the scale match the importance of the specific attributes through weighting?

  20. Benefits of Rubricsto Students • Gain a clear understanding of what is expected of them to attain success. • Explicit guidelines and feedback from teachers let the student know expectations and how to improve their performance. • Students can use the rubrics to self-evaluate their preparation, performance and quality of work.

  21. Benefits of Rubricsfor Teachers • Reduces the amount of subjectivity and time in grading. • Standards-based assessments help teachers to clearly define what is expected of students and therefore what logically needs to be taught. • Rubrics are a direct way of implementing the Standards for Technological Literacy in classrooms. • Evaluation of classroom rubrics can assist in refinement of lesson sequencing, content and focus. • Low class scores in specific criteria may indicate problems in instruction.

  22. Benefits of Rubricsto Stakeholders • For school administrators, parents and advisory board members: • Classroom rubrics give clear indications of what the teacher is focusing on, what is being assessed, and how students are being prepared for technological literacy.

  23. Online Assistance www.rubrics.com http://rubistar.4teachers.org/index.php http://www.wccnet.edu/departments/curriculum/assessment.php?levelone=rubric Thomas Loveland, Ph.D. Dept of Technology Education St Petersburg College (727) 791-5938 Loveland.Thomas@spcollege.edu www.rubrics.com http://rubistar.4teachers.org/index.php http://www.wccnet.edu/departments/curriculum/assessment.php?levelone=rubric Thomas Loveland, Ph.D. Dept of Technology Education St Petersburg College (727) 791-5938 Loveland.Thomas@spcollege.edu

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