bennett rubrics

822019 Bennett Rubrics

httpslidepdfcomreaderfullbennett-rubrics 126

Grading Made Easy Using

Rubricshellip Encouraging Critical

Thinking Skills and Unique

Student Products

Diane Bennett Technology Coach

and Susan Gill Art TeacherMt Juliet High School

httpwwwwcschoolscommjhstlcf

bennettdwcschoolscom

Source University of North Texas Dr Alexandra Leavell



Session Objectives

Understanding the importance of authenticassessment

List and explain the characteristics of arubric

Enumerate the benefits of rubrics toteachers and students

Describe the criteria of an effective rubric



Essential Questions

How will the use of PBL andauthentic assessments help memeet the needs of learners

with different abilities How will using rubrics help me

meet curricular goals

How do rubrics help mystudents become betterlearners

How will rubrics improve my

teaching



The Cookie Dilemma

Evaluatinghellip Choices choices choices



Using Rubrics forAssessment

What are performance-based criteria and how can it improve studentachievement

Project-specific guidelines for helping students guidetheir learning

Rubrics create a vision for specifying levels of quality in a desiredobjective

Lowest to highest and somewhere in-between

Helps make an essentially subjective evaluation as clear concise anddefensible as possible

Explicitly defined levels of action-oriented criteria byeither another party or through self-assessment



Guidelines for Rubrics

Validity ndash effectively evaluates the job

Reliable ndash how well the assessment obtainssimilar results

Efficient ndash saves time in assessingperformance

Positive influence on student ndash givesstudents guidelines before project is begun



How to Develop a Rubric

Define the learning outcome or objective

Work backwards to define possiblecriteria

Range from highest performance to lowest

Each level should be directly observable

Scores either numerical or qualitative areassigned

Share with the students the accountablestandards



Cookie elements or dimensions

Overall Taste

Texture

Color

Number of chocolate chips

Richness

The Cookie Dilemma



Range of ldquoperformancerdquo for a chocolatechip cookie

Delicious (7-8)

Tasty (5-6)

Edible (3-4)

Yuck (1-2)

The Cookie Dilemma



Delicious Tasty Edible Yuck

Number of

chipsTexture

Color

Overalltaste

Richness

Cookie Rubric




Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips

Texture Chewy Chewy middlecrispy edges

Crunchy oruncooked

Like a dogbiscuit

Color Golden brown Too brown ortoo light

Very brownor very light

Burned

Overalltaste

Home bakedtaste

Quality storebought taste

Tasteless Tastesterrible

burnt stale

Richness Rich creamy

High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric



Characteristicsof a Rubric

A scoring guide which

Directly examines learner performance onldquoworthy intellectual tasksrdquo (Wiggins)

Grant Wiggins and Jay McTighe (1998) Understanding by Design

Online Learning Rubric for discussions

Using the Internet for Critical Thinking





Describes different performance criteria

Defines precise requirements

Rubric for Lesson On Excel



Type of authentic assessment

Allows for varying levels of expertise

Gives a range or continuum of performancelevels


Rubric for Mathematical

Graphing amp Calculations



Scaffolds learner improvement

Benchmark descriptions define taskcompetencies or criteria

Helps teachers identify areas eachstudent needs to improve

Allows students to understand how to

improve projects and get a better grade




Both a formative and a summativeassessment

Formative assessment because it defines

criteria for student performance inadvance (Instructional)

Summative assessment because it will be

the basis for determining a grade for theproject (Evaluation)




Why Use Rubrics

Rubrics can be an integral part of theteaching and learning process

Give students a basis for self-

assessmentPromote independent learning

Eliminate vague assessment criteria and

overly subjective performance behavior



Teachers UseRubrics tohellip

Answer the question ldquoWhydid you give me a Drdquo

Define expectations forlearners and for themselvesby clearly showing studentshow their work will be

evaluated Link assignments clearly to

curricular goals

D



Inform instruction as criteria are defined

Provide an effective means to evaluateskills and processes especially those (likePBL) which donrsquot lend themselves to asimple objective assessment approach




Communicate specific informationto parents and otherstakeholders about student

performance and learningobjectives

Provide helpful feedback

regarding the effectiveness ofinstruction

Provide benchmarks forevaluating student progress




Students UseRubrics tohellip

Answer the question ldquoWhydid I get a Drdquo

Take more responsibilityfor their learning

Increase independence

Lower anxiety aboutassignments and projects

D



Get involved in theteachinglearningprocess through self

and peer evaluation Heighten awareness

regarding concepts andlearning processes (by

constructing their ownrubrics)




When Should IUse a Rubric

ldquoReal life learning (PBL)rdquo

To address complex and

subjective criteria For non-objective types of

assignments

Using technology todemonstrate knowledge



Rubric Resources

See Rubric

Resources Page Rubric Template

Mt Juliet High

Best Practices

Create A PersonRubric



Rubric Generators

Rubistar Create rubrics of your projectbased learning activities

Technologys Rubric Generator Makegrading rubrics by filling out a simple form

Landmarks Rubric Construction SetCreates customized web-based rubrics



Review

This session covered

Characteristics of rubrics

How rubrics can guide learners

How rubrics help teachers adjust instruction

Types of tasks that are appropriate for the useof rubrics

Sample rubric Generators Examples of Mt Juliet High using rubrics



Session Objectives

Understanding the importance of authenticassessment

List and explain the characteristics of arubric

Enumerate the benefits of rubrics toteachers and students

Describe the criteria of an effective rubric



Essential Questions






teaching



The Cookie Dilemma






























Overall Taste

Texture

Color


Richness

The Cookie Dilemma




Delicious (7-8)

Tasty (5-6)

Edible (3-4)

Yuck (1-2)

The Cookie Dilemma




Number of

chipsTexture

Color

Overalltaste

Richness

Cookie Rubric




Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips


Crunchy oruncooked

Like a dogbiscuit



Burned

Overalltaste

Home bakedtaste



burnt stale


High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric










































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review









Essential Questions






teaching



The Cookie Dilemma






























Overall Taste

Texture

Color


Richness

The Cookie Dilemma




Delicious (7-8)

Tasty (5-6)

Edible (3-4)

Yuck (1-2)

The Cookie Dilemma




Number of

chipsTexture

Color

Overalltaste

Richness

Cookie Rubric




Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips


Crunchy oruncooked

Like a dogbiscuit



Burned

Overalltaste

Home bakedtaste



burnt stale


High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric










































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review









The Cookie Dilemma






























Overall Taste

Texture

Color


Richness

The Cookie Dilemma




Delicious (7-8)

Tasty (5-6)

Edible (3-4)

Yuck (1-2)

The Cookie Dilemma




Number of

chipsTexture

Color

Overalltaste

Richness

Cookie Rubric




Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips


Crunchy oruncooked

Like a dogbiscuit



Burned

Overalltaste

Home bakedtaste



burnt stale


High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric










































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review



































Overall Taste

Texture

Color


Richness

The Cookie Dilemma




Delicious (7-8)

Tasty (5-6)

Edible (3-4)

Yuck (1-2)

The Cookie Dilemma




Number of

chipsTexture

Color

Overalltaste

Richness

Cookie Rubric




Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips


Crunchy oruncooked

Like a dogbiscuit



Burned

Overalltaste

Home bakedtaste



burnt stale


High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric










































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review










Delicious (7-8)

Tasty (5-6)

Edible (3-4)

Yuck (1-2)

The Cookie Dilemma




Number of

chipsTexture

Color

Overalltaste

Richness

Cookie Rubric




Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips


Crunchy oruncooked

Like a dogbiscuit



Burned

Overalltaste

Home bakedtaste



burnt stale


High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric










































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review










Number of

chipsTexture

Color

Overalltaste

Richness

Cookie Rubric




Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips


Crunchy oruncooked

Like a dogbiscuit



Burned

Overalltaste

Home bakedtaste



burnt stale


High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric










































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review










Number ofchips

Chip in everybite

Chips in 75of bites

Chips in 50of bites

Too fewchips


Crunchy oruncooked

Like a dogbiscuit



Burned

Overalltaste

Home bakedtaste



burnt stale


High fat

Medium fat

content

Low-fat

flavor

Nonfat

flavor

Cookie Rubric










































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review
















































Why Use Rubrics












curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review













curricular goals

D





















D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review



























D














assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review




















assignments




Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review









Rubric Resources

See Rubric


Mt Juliet High

Best Practices




Rubric Generators






Review









Rubric Generators






Review









Review







bennett rubrics

Documents