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Rubrics for assessmentV.SmilkovaComponents:Formative and summative assessmentFactors Inhibiting AssessmentDesigning rubricsTypes of rubricsE-tools & software(ForAllRubrics, Socrative, Edmodo, Learnboost, Plickers) Exit slips as assessment

AssessmentAssessment in education is the process of gathering, interpreting, recording, and using information about pupils responses to an educational task.Formative and summative assessment are interconnected. They seldom stand alone in construction or effect. Formative Assessment=Assessment for learningTaken at varying intervals throughout a course to provide information and feedback that will help improve

FAProvides information on what an individual student needsTo practiceTo have re-taughtTo learn next

Summative AssessmentAssessment of learningGenerally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learnedFA vs. SAFA often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.

provides feedback which leads to students recognizing the (learning) gap and closing it it is forward looking

includes both feedback and self-monitoring.

is used essentially to feed back into the teaching and learning process.

SAassessment (that) has increasingly been used to sum up learning

looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported.

Factors Inhibiting AssessmentA tendency for teachers to assess quantity and presentation of work rather than quality of learning.Greater attention given to marking and grading, much of it tending to lower self esteem of students, rather than providing advice for improvement.A strong emphasis on comparing students with each other, which demoralizes the less successful learnersThe main focus is on:

Quantity of work/PresentationQuality of learning

Marking/Grading Advice for improvement

Comparing studentsIdentifying individual progress

Where would you place your assessment practice on the following continuum?

How Do We Assess?Tests and quizzes that include constructed-response items?Reflective assessments (reflective journals, think logs, peer response groups, interviews)?Culminating performance assessment tasks and projects? (Project-based Learning?)

WHY RUBRICS?A rubric is one authentic assessment tool which is designed to simulate real life activity where students are engaged in solving real-life problems.A rubric is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.When a rubric is well-defined, learners know exactly what is expected of them and how they can achieve the top gradeWHAT ARE RUBRICS?A rubric is a scoring guide that enables the teacher to make reliable judgments about student work and allows students to self-assess.A Rubric is based on a continuum of performance quality, built upon a scale of different possible score points to be assignedprovides key features of performance for each level of scoring (descriptors) which signify the degree to which the criteria have been metHow Do I Start?Make a list of the things you want students to accomplish as a result of your instruction.

Decide what type of rubric you want to use.Types of RubricsCriterion-based Performance Lists

Holistic Rubrics

Analytic Trait RubricsCriterion-based PerformanceList the criteria, elements, or traits of a performanceMay have point values assigned to each item on the listDo not contain a detailed description of the performance levelsMay be judged using Yes or No You are a restaurant critic who has been assigned the task of evaluating your waitperson. With a partner (or as a group) design a checklist of qualities upon which you would judge a waitpersons performance.

YesNoPromptly greets patron Attentive to patrons needs Respectful Friendly Delivers the food while still hot Gets the order right Calculates the check correctly

Holistic RubricProvides an overall impression of a students work Yields a single score for a product or performance Is well-suited to judging simple products or performances Does not provide a detailed analysis of the strengths and weaknesses

HOLISTIC RUBRIC 3The waitperson greets patrons promptly, and is courteous and friendly, but not overly so. He/she takes the order accurately and serves the food while it is still hot. He/she is attentive to the patrons needs and calculates the bill correctly. 2The waitperson is not quite as prompt or courteous. He/she may be unfriendly or overly so. He/she may forget minor parts of the patrons order or serve the food slightly cool. He/she neglects the patrons or miscalculates the bill. 1The waitperson is not prompt. He/she is rude or unconcerned with patrons needs. He/she gets the order wrong or makes the patrons wait . Many mistakes are made in the bill.Analytic-Trait RubricDivides the product or performance into distinct traits and judges each separately Is better suited to judging complex performances involving several dimensionsProvide more specific information or feedback Helps students better understand what quality of work is expected. Is more time-consuming to learn and apply

Analytic-Trait RubricGreeting10%Attentiveness15%Service60%Billing15%3The waitperson greets patrons promptly.The waitperson is attentive to patrons needs.The waitperson takes the order accurately and serves food promptly.The waitperson calculates the bill accurately.2The waitperson lets patrons sit for a few minutes before greeting.The waitperson is somewhat attentive to patrons needs.The waitperson makes a minor mistake in the order or does not serve food promptly.The waitperson makes a minor mistake in the bill.1The waitperson lets patrons sit for several minutes before greeting them.The waitperson totally ignores the needs and requests of patrons.The waitperson gets the order wrong or serves the food cold or both.The waitperson completely miscalculates the bill. Rubric outlinePerformance Level 3Performance Level 2Performance Level 1Dimension 13 pts: describe2 pts1 ptDimension 24 pts2.5 pts1 ptDimension 33 pts2 pts1 ptDimension 42 pts1 pts0 ptsGradation: excellent-poorCategories important to the teacher/classWeighted PointsDimensions ARE also called criteriaDr. Mary Blackinton, 01-19-08How do Students Perceive Rubrics?Investigate how students perceive grading rubrics!

Students are to report whether they:Help them determine teachers expectationsTo plan an approach to assignmentCheck/revise work before handing inHelp reflect on their learning-see strengths/weaknesses clearlyPerceived results of rubric useBetter, fairer gradesImprovements in quality across classesLess anxiety

E-tools & software

ForAllRubricsSocrativeEdmodoLearnBoostPlickersFORALLRUBRICS

SOCRATIVE

RESULTS

EDMODO

LEARNBOOST

EXIT SLIPSThe Exit-Slip strategy requires students to write responses to questions you pose at the end of class.Exit Slips help students reflect on what they have learned and express what or how they are thinking about the new informationTHREE CATEGORIES:Prompts that document learning,Ex. Write one thing you learned today.Ex. Discuss how today's lesson could be used in the real world.

EXIT SLIPSPrompts that emphasize the process of learning,Ex. I didn't understandEx. Write one question you have about today's lesson.Prompts to evaluate the effectiveness of instructionEx. Did you enjoy working in small groups today?Other exit prompts include:I would like to learn more aboutPlease explain more aboutThe most important thing I learned today isThe thing that surprised me the most today wasI wish

BENEFITS OF EXIT SLIPSExit Slips are great because they take just a few minutes and provide you with an informal measure of how well your students have understood a topic or lesson.Create and use the strategyAt the end of your lesson, ask students to respond to a prompt you pose to the class.You may state the prompt orally to your students or project it visually on an overhead OR blackboard.You may want to distribute 3X5 cards for students to write their responses on or allow students to write on loose-leaf paper.As students leave your room they should turn in their exit slips.Review the exit slips to determine how you may need to alter your instruction to better meet the needs of all your students.Collect the exit slips as a part of an assessment portfolio for each student.OR TRY PLICKERS!!!

STUDENTS WITH PLICKERS CARDS

TEACHER WITH PLICKERS APP

THANKS!!!!!@@@