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David W. Dillard AVCTC

Student Assessment Methods. David W. Dillard AVCTC. Objectives. Overview of the need for student assessments Define Student Assessments & parts of a rubric Samples of rubrics Develop a rubric for a lesson or project Websites to build rubrics. Overview of the need for student assessments.

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David W. Dillard AVCTC

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  1. Student Assessment Methods David W. Dillard AVCTC

  2. Objectives • Overview of the need for student assessments • Define Student Assessments & parts of a rubric • Samples of rubrics • Develop a rubric for a lesson or project • Websites to build rubrics

  3. Overview of the need for student assessments

  4. Definition A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts.” Heidi Goodrich Andrade, Understanding Rubrics, Educational Leadership, 54(4), 1997.

  5. MSIP 3rd Cycle Curriculum • Curriculum must contain: “instructional strategies (activities) and specific assessments (including performance-based assessments) for a majority of the learner objectives” • Formative Assessments: serve the3 role of providing feedback to teachers to help modify and improve teaching and learning • Summative Assessments: serve the role of measuring the degree the completion of a set of learning activities

  6. Key Points I • It should not be a mystery to your students, include the scoring guide with the assignment • They hold the student accountable, they know what the teacher expects, no surprises • You can have the students assist in the development of the scoring guide, often they will make it harder than the teacher would • Student collaboration/student scoring or even self scoring of projects is encouraged

  7. Key Points II • Provide students with examples of quality and non-quality work • A good scoring guide can be applied to a variety of tasks • Allow teacher and student to understand what is going on • They are always a work in progress • Once developed, they should lighten the grading process!!

  8. Parts of a RUBRIC

  9. Parts of a rubric • Top matter/Bottom matter • Name, class, teacher, assignment • Criteria • What are the specific areas that are going to be graded • Quality • How well is each criteria developed • A numeric score • A verbal reasoning for the scoring

  10. Criteria • The criteria is a list of the major components of what counts in a quality project or piece of work. • This could be: • The objectives you want to cover • The steps in a process • The measures of what is “good” work • The list depends on what you expect

  11. Criteria Continued • Organize and clarify • Consistency • Define excellence and show students how to achieve it. • Help teachers or other raters be accurate, unbiased and consistent in scoring. • Allow teachers to evaluate student work. • Technical jargon can be in the scoring guide, but it needs to be explained somewhere

  12. Criteria Continued • The development of the criteria or objectives takes time • A good list can be used for several different projects • Many of the items are common to any task • Follows directions • Turned in on time • Neatness • Worked collaboratively • A good way to add objectives is to look at other rubrics (the web)

  13. Quality • The scale can be points 0 to 3, 0 to 5, 1 to 3 or some other system • The scale can be pass fail (meets or does not meet requirements) • The scale can be checks or statements that lead to the development of “better” work • The scale is used to rate the work or allow for improvement • A good guide can be scored the same by different scores

  14. Quality II • Each point on the scale needs to be well defined • Long scales make it hard for reliability of scoring • Boxes should not be multi-point ranged (too subjective) • Standards of excellence for specified performance levels accompanied by models or examples of each level • A good way to find quality-quality statements is to look at other rubrics (the web)

  15. Sample Quality 1 • Research & Gather Information • Does not collect any information that relates to the topic. • Collects very little information--some relates to the topic. • Collects some basic information--most relates to the topic. • Collects a great deal of information--all relates to the topic

  16. Sample Quality 2 Share Equally • Always relys on others to do the work. • Rarely does the assigned work--often needs reminding. • Usually does the assigned work--rarely needs reminding. • Always does the assigned work without having to be reminded.

  17. Sample Quality 3 • Research • Research was sometimes accurate but not relevant • Research was sometimes accurate and relevant. • Research was mostly accurate, and  relevant. • Research was accurate, and relevant.

  18. Developing a RUBRIC Class Activity Hands-on

  19. Websites

  20. http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.htmlhttp://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html

  21. http://www.rainbowtech.org/CyberLib/assess.htm

  22. http://school.discovery.com/schrockguide/assess.html

  23. http://www.teach-nology.com/web_tools/rubrics/

  24. http://rubistar.4teachers.org/index.php

  25. http://www.techtrekers.com/rubrics.html

  26. http://landmark-project.com/classweb/tools/rubric_builder.phphttp://landmark-project.com/classweb/tools/rubric_builder.php

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