developing rubrics for performance-based assessment

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  • Developing Rubrics forDeveloping Rubrics for

    Performance-BasedPerformance-Based

    AssessmentAssessment

    The Languages Other Than EnglishThe Languages Other Than English

    Center for Educator DevelopmentCenter for Educator Development

  • AgendaDeveloping Rubrics for Performance-Based Assessment

    q Review of Performance-Based Assessment/

    An Introduction to Rubrics

    What is a Rubric?

    Why Use Rubrics

    q Rubric Design

    The Basic Format

    A Rubric Checklist

    q From the Rubric to the Grade Book

    Grades Reflect Achievement

    Practice Makes Perfect!

    T-1

  • T-2a

    Reprinted with permission.

  • T-2b

    Teachers T

    Evaluate E

    StudentsKnowledge K

    StudentsSkills S

    TraditionalTests

    Performance-BasedAssessment

    What they can do with what they know

    What they know

    The RealWorld

  • Our Understanding of Rubrics - Test what you know .True or False?

    ___1. An instructional rubric is usually a one or two page document that describes varying levels of quality for aspecific assignment.

    ___2. An instructional rubric is usually used with a relatively complex assignment, such as a long-term project, anessay, or a research paper.

    ___3. The purposes of an instructional rubric are to give students informative feedback about their work in progressand to give detailed evaluations of their final products or performances.

    ___4. Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a listof criteria and gradations of quality.

    ___5. Instructional rubrics are easy to use and to explain.

    ___6. Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.

    ___7. Instructional rubrics provide students with more informative feedback about their strengths and areas in needof improvement than traditional forms of assessment do and allow their learning to become more focused andself-directed.

    ___8. Instructional rubrics are developed when the performance task is developed and may involve both the learnersand the teacher.

    ___9. Instructional rubrics support the development of skills and understanding, while providing benchmarks againstwhich to measure and document progress.

    __10. Instructional rubrics empower learners by involving them in the teaching/learning process.

    __11. Instructional rubrics blur the distinction between instruction and assessment.

    __12. Instructional rubrics can reduce the amount of the teachers paperwork because students area part of the process of assessment development.

    T-3Based on Andrade, H.G. (2000). Using Rubrics to Promote Thinking & Learning.Educational Leadership, 57(5), 13-18.

  • Performance Task _________________________________

    Criteria: ________ ________ ________ ________

    QUALITY

    T-4

  • T-5a Reprinted with Special Permission of King Features Syndicate, Inc.

  • REAL-LIFEDEMANDS

    T-5b

  • Why Use A Rubric?

    I wish I knewwhat the teacherwants from me.

    I dont knowif this is long

    enough?I know Illget an A.

    I always do!

    I worked on this fora long time. I hopethe teacher likes it.

    BR (Before Rubrics)

    I am the teacher. I know exactly what to look for in students work.Plus, I have lots of experience. So I can make the assessment. Ill decide who does the best based on my experience! Actually, I

    could give them grades without even going through the motions ofevaluating their work.

    Help! The teacherlooks like she is

    mad at me. Thatsnot a good sign.

    T-5c

    BuenosDas!

    B+

    C-

  • Peanuts

    T-5d

    PEANUTS reprinted by permission of United Feature Syndicate, Inc.

  • An Effective Rubric:

    T-5e

    Performance-based

    CLEAR and CONCISE

    Used in Planning and Assessment

    Understood by Students and Teachers

    Encourages Students to be Successful

    Takes the GUESSWORK out of grading

  • Why Use A Rubric?

    Ill go first, Iknow exactlywhat to do.

    I have allthe pointscovered.

    This is goingto be a cinch.

    Even if myvisual aid isnot great,I can stillmake a B.

    Whew! Im glad weplanned ahead with the

    rubric. I knew whatwas expected.

    AR (After Rubrics)

    Wow! Using a rubric keeps everyone informed. The grading is so much faster and easier and fair for all students. The students are so prepared they all have a chance to do well.

    T-5f

    punto 1punto 2

  • We the People of the United States,in Order to form a more perfect Union,

    establish Justice, insure domesticTranquility, provide for the common

    defence, promote the general Welfare,and secure the Blessings of Liberty toourselves and our Posterity, do ordain

    and establish this Constitution forthe United States of America.

    T-Warm up II

  • Blondie

    T-6a

    Reprinted with Special Permission of King Features Syndicate, Inc.

  • Miss Peach

    T-6b

    Reprinted with permission of Mell Lazarus and Creators Syndicate, Inc.

  • Very effectivelycommunicated,appropriate

    Effectivelycommunicated,appropriate

    Some ideas clear, somedifficulties

    Unclear, significantdifficulties

    No written sample, noeffort

    Broad vocabulary;extensive andeffective use ofstudied words

    Generally accuratewith some errors;adequate use ofstudied words

    Errors in vocabularyinterfere withcommunication

    Inadequate, repetitiveor incorrectvocabulary

    No significant errors,control of grammaticalstructures studied

    Generally accurate; fewsignificant errors inareas studied

    Several significanterrors in areas studied

    Constant patterns oferror in areas studied

    Appropriate to task,many supportingdetails; exceeds allrequirements

    Sufficient for task,adequate supportingdetails; meets allrequirements

    Limited, somewhatincomplete; meetsmost requirements

    Lacking, incomplete;meets fewrequirements

    Exceeds all levelexpectations; createswith language

    Meets all levelexpectationscompletely

    Meets most levelexpectations

    Minimally meetssome levelexpectations; overlysimple

    communication, accuracy levelcomprehensibility vocabulary structure content requirements

    4

    3

    2

    1

    0

    Rubric for Written WorkRubric for assessment of writing samples (compositions)

    Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-8

  • T-9

    8:30 Stand up8:30.3 Say Guten Tag!8:30.7 Call roll8:31 Begin to collect

    homework8:31.37 Finish collecting homework8:32 Ask students to open books8:32:10 Open book8:32:15 Turn to page 328:32:18 Look up

    There is such a thing as being too organized!

  • Message successfullyand accuratelycommunicated

    Message almostentirely communicated

    Message generallycomprehensible

    Message communicatedwith great difficulty

    No show, no speech,no effort

    Message carried inseries of completesentences whenappropriate

    Message carriedmostly by completesentences whenappropriate

    Message carriedprimarily by shortphrases or singlewords

    Message carried onlyby single words

    Broad vocabulary;extensive and effectiveuse of studied words

    Generally accurate withsome errors; adequateuse of studied words

    Errors in vocabularyinterfere withcommunication

    Inadequate, repetitiveor incorrect vocabulary

    No significant errors,control ofgrammaticalstructures studied

    Generally accurate;few significant errorsin areas studied.

    Several significanterrors in areasstudied.

    Constant patterns oferror in areas studied

    Self correctionincreasescomprehensibility

    Most self correctionis successful

    Some self correctionis successful

    Self correction rareand unsuccessful

    accuracycommunication text vocabulary structure self-correction

    4

    3

    2

    1

    0

    Rubric for SpeakingRubric for assessment of oral production (modified oral proficiency interview)

    Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-10

  • Performance Task ________________________________

    _____ = _____ + _____ + _____ + _____ + _____ Grade

    T-11

    QUALITY

    Criteria: ______ ______ ______ ______ ______

  • You made it!

    Start Here

    PerformanceExpectations

    (Rubrics)What we expect

    students to knowand be able to do

    PerformanceExpectations

    (Rubrics)What we expect

    students to knowand be able to do

    Start Here

    Program Goals Communication Cultures Comparisons Connections Communities

    Program Goals Communication Cultures Comparisons Connections Communities

    Progress Checkpoints Novice Intermediate Advanced

    Progress Checkpoints Novice Intermediate Advanced

    PerformanceAssessment

    (Rubrics)What students

    demonstrate theyknow and are

    able to do

    PerformanceAssessment

    (Rubrics)What students

    demonstrate theyknow and are

    able to do

    The Planning Pathof the Rubric Road

    T-15

    Points to Progress(Rubrics)

    Assigning grades inthe grade book based

    on performance

    Points to Progress(Rubrics)

    Assigning grades inthe grade book based

    on performance