Rubrics and information Rubrics and information literacy in primary literacy in primary

schoolsschoolsJan Schmidt-LoeligerJan Schmidt-Loeliger

Information Services ManagerInformation Services ManagerHorsham West Primary SchoolHorsham West Primary School

What is a rubric?What is a rubric?

• Rubrics provide direction for action

• Rubrics establish a mode of conduct or procedure

Haiku rubricHaiku rubricGreat! O.K. Needs help

Critical componentsContains descriptive words and phrases that describe nature

Communicates thoughts and/or feelings

Follows the three-line, 17 syllable format (5-7-5)

StyleStrong verbs

Precise words

Words that evoke image ad express sensory detail

Writing devices such as alliteration, metaphor, simile, onamatopoeia and personification

Originality

MechanicsEnding punctuation

Capitalization

Comma rules

Quotation marks

Why use rubrics?Why use rubrics?

Rubrics –

• Help to determine student progress

• Improve student learning

• Provide information for the teacher to plan

appropriate teaching & learning experiences

Why use rubrics?Why use rubrics?

Rubrics –

• Identify what students are expected to accomplish by the end of the unit

- knowledge- skills – actions - outcomes- processes- attitudes- values

Why use rubrics?Why use rubrics?

Rubrics –

• Can be used in different contexts, e.g. individual, group or whole class contexts

• Cater for a range of learning styles

Range of learning stylesRange of learning stylesIntelligence Activity

Verbal – linguistic Discussions, reading

Logical - mathematical Using evidence, comparisons, deductions and reasoning

Spatial Concept maps

Bodily – kinesthetic -

Musical -

Interpersonal Co-operative learning, sharing

Intrapersonal Student choice, self-evaluation, independent study, reflecting

Naturalist

Rubrics and assessmentRubrics and assessment

Assessment is an ongoing process.

Rubrics –

• Provide a manageable recording method• Provide criteria and performance standards• Allow for different rates of progress• Involve students in the assessment process• Make assessment integral to the unit

Rubrics and assessmentRubrics and assessment

A performance assessment consists of two parts

- a task

- a set of scoring criteria or rubric

AssessmentAssessment

Assessment involves some subjective judgements about the quality of a student’s work.

A uniform set of precisely defined criteria or scoring guidelines or rubrics, provides a way to make fair and sound judgements of student work.

Two teachers who use the same rubric ought to arrive at the same score, increasing the reliability and consistency of the assessment.

Good rubrics will -Good rubrics will -

• Assist teachers to define excellence• Assist teachers to plan how they can help students

achieve excellence• Communicate to students what constitutes excellence• Provide guidelines for students to evaluate their own

work

Good rubrics will -Good rubrics will -

• Communicate goals and results to parents and others• Help teachers be accurate, unbiased and consistent in

scoring• Document the procedures used in making judgements

about students’ work

Elements of a scoring rubricElements of a scoring rubric

• One or more dimensions that serve as a basis for judging student responses

• Definitions and examples to clarify the meaning of each dimension

• A scale on which to rate each dimension• Standards of excellence for specified performance levels

accomplished by models or examples at each level

Scoring scalesScoring scales

• May be numerical or qualitative or a combination

The Violin Man

1 2 3

Content 3 or less slides 4 relevant slides 5 or more relevant slides

Information Vague or irrelevant information

Relevant, concise information. Most required aspects covered.

Covers all required aspects

Graphics Absent or irrelevant graphics

Relevant graphics Relevant, labelled graphics

Resources No websites cited Websites incorrectly cited Websites correctly cited

Creativity Presentation fails to deliver message

Simple presentation - gets message across

Presentation gets message across in a multimedia format

Scoring scalesScoring scales

• Qualitative rubrics may have scales with labels

- not yet, developing, achieving

- emerging, developing, achieving

- novice, apprentice, proficient, distinguished

- no evidence, minimal evidence, partial evidence, complete evidence

- average, very good, excellent

- not good, good, excellent, outstanding

- great, OK, needs help

Dialogue rubricDialogue rubricGreat OK Needs

help

Critical components

Uses verbs and adjectives vividly to express tone and emotion

Changes paragraphs each time a new person talks

Uses quotation marks around spoken words

Style

Strong verbs

Precise words

Words that evoke image and express sensory detail

Originality

Mechanics

Ending punctuation

Capitalisation

Comma rules

Evaluating rubricsEvaluating rubrics

1. Does the rubric relate to the outcome(s) being measured?

2. Does it cover important dimensions of student performance?

3. Do the criteria reflect current concepts of excellence in the field?

4. Are the dimensions or scales clearly defined?

5. Is there a clear basis for assigning scores at each scale point?

6. Can the rubric be applied consistently by different scorers?

Problems and pitfalls in scoringProblems and pitfalls in scoring

1. Leniency error – scorer tends to be either too hard/too easy on everyone

2. Trait error – scorer tends to be too hard/too easy on a given criterion

3. Appearance – scorer thinks more about how the work looks than its quality

4. Length – length is not necessarily better5. Fatigue6. Repetition factor – this paper looks like the last 507. Order effects – an average work may seem wonderful after 10

poor ones8. Personality clash – if you don’t like the topic/the student's

viewpoint it’s more difficult 9. Sympathy score10. Judgement discomfort – remember you are rating the work not

the student

Developing a rubricDeveloping a rubric

1. Decide on the dimensions of the task to be measured.

2. Examine examples of student work to check you’ve not overlooked any dimensions.

3. Refine and consolidate dimensions as needed.

4. Write a definition of each dimension.

5. Develop a continuum/scale for describing the range of performance or task at each dimension.

The reality of our schoolsThe reality of our schools

• 2-3% of students have some form of disability – sensory, intellectual, physical

• 10-12% of students have learning difficulties• 5-6% of students have a severe behavioural disorder• 3-4% of students are emotionally fragile• 3-4% of students are medically fragile

Educators need Educators need

• to ask “What does this child NOT have in order to act appropriately?”

• to change, not the student. Teachers need to ensure

consistency

clarity

firmness

empathy

affection

Girls learn best whenGirls learn best when

• They are happy• Feel loved and accepted in their peer group• They can talk and discuss ideas• Are told where they are doing well• Receive feedback

Boys learn best when Boys learn best when

• They are valued• They are in a relationship with the instructor• There’s a lot of mess and activities in between• There is a a beginning and an end in sight• They have a good chance of winning

Bibliography and further readingBibliography and further reading

• Assessment for learning. [Internet]. Curriculum Corporation, Carlton South, Vic. http://.cms.curriculum.edu.au/assessment [Accessed 6/8/04; 24/8/04]

• Hetzel, J and McIntire, D (1998). Expressive writing. Creative teaching Press, Cypress, CA

• (2003). Rubistar. Create rubrics for your project-based-learning activities. [Internet]. High Plains Regional Technology in Education Consortium. http://rubistar.4teachers.org/index.php [Accessed 6/8/04; 24/8/04]

• (2001). Rubrics. [Internet]. The Technology Applications Center for Eductor Development. www.tcet.unt.edu/START/instruct/general/rubrics.htm [Accessed 6/8/04; 24/8/04]

• Wilson, J & Wing Jan, L. (2003). Focus on inquiry. Curriculum Corporation, Carlton South, Vic.