assessment rubrics

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  1. 1. Assessment-Designing Rubrics Global Standards for Education Office of Overseas Programming & Training Support (OPATS)
  2. 2. Holistic rubric Exceeds Expectations What characteristics of a joke would exceed expectations? Meets Expectations What characteristics of a joke would meet expectations? Does Not Meet Expectations What characteristics of a joke would not meet expectations? Rubrics allow us to evaluate a performance or complicated production in a way that is valid, reliable, consistent, transparent, and fair.
  3. 3. Rubric or no rubric? A small paragraph about a city Fill in the blank exercise An oral presentation English singing competition A True/False quiz matching a picture to a word A project to make a travel brochure
  4. 4. A little bit of theory If you assess HOLISTICALLY, success as a whole counts. If you look at the essays ANALYTICALLY, you might assess demonstration of content knowledge use of sources or accuracy of information or structure, grammar, spelling and/or punctuation. Giving a score for each which is totaled for an overall score.
  5. 5. Building a Rubric Ranges are typically: 1-3, 0-4, 0 (or 1)-5 But a good enough rubric for most of your assignments consists of-- Exceeds / Meets / Does Not Meet Expectations THREE STEPS IN CONSTRUCTING A RUBRIC 1. Decide what your criteria 2. Then your top and bottom levels Top will be near perfect achievement of the lessons instructional objective. The bottom will failure (not a hamburger) or just above failure 1. With top and bottom set, it is easier to specify the middle.
  6. 6. Common Errors With descriptive language, avoid basing success on a specific number of times the feature is produced. Instead think to-- (a)) relativerelative frequency of error/difficultiesfrequency of error/difficulties (e.g., rarely, often, occasionally) for example, impact on comprehensibility (many, few, no--global or local errors) or success of communication (ineffective, adequately effective, highly effective), or mastery of content (excellent, adequate, or inadequate) (b) If you have to use a specific number. qualify it with expressions like (up to, at least, no more than) (c) NEVER explicitly demand production of a feature sometimes you can successfully communicate through another feature.
  7. 7. Rubric Dos and Donts NEVER write a that anyone else would have difficulty understanding if you gave it too them to without guidance: for example, Demonstrates a good command of grammar. When in doubt look to the Learning Objectives of your lesson to determine REASONABLE rubric criteria.
  8. 8. Lets Build a Rubric!
  9. 9. A Hamburger
  10. 10. The Hamburger Rubric What are your minimum criteria for a good hamburger? Do you need to have bread? Does it need to be meat? Specifically beef? Does it need to be cooked? Even if it is cooked, does it need to be hot?
  11. 11. What is your i-d-e-a-l hamburger? Does it have cheese? What kind? What kind of bun? How toasted, if at all, is the bun? Which condiments (ketchup, mustard, relish)? How well is it cooked (rare, medium, well done)? Which toppings (tomatoes, onions, lettuce)?
  12. 12. Finding the rubric middle With minimal and ideal notions of a hamburger, the rubric top and bottom are now set. How do we find the intermediate standards? What topping could you substitute or remove and still have a good hamburger? When would such deletions lead to a poor hamburger? When is being a little overcooked or undercooked still somewhat tasty? When would it be so undercooked or overcooked that you would need to be really hungry to eat it? Which buns are better or worse? What about bread?
  13. 13. Hamburger Assessment Rubric Weve quickly constructed a continuum from great to lousy burgers, resulting in -- a hamburger assessment rubric!
  14. 14. Lets Try It Out 1. How would you go about building a rubric for a poster to raise awareness about environmental issues? 2. What main criteria will you look at? 3. How many levels will you needand why? 4. What descriptive language will you use for each level? We can make it easy. Figure out your criteria of achievement Then design an Exceeds/Meets/Does/Not Meet rubric.
  15. 15. Think about.. Whats really important to making an effective poster? Whats not so important? What would be the qualities of an exceptional poster? Of a poor but still minimal poster (vs. no poster at all) Of an adequate poster (that is, meets expectations).