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O<(Pilot Rubric Seminar @Mimi Steadman 2006 716-839-8567S0'Assessment Bites Workshop 2 RUBRICS 101((  Defining Criteria for Quality4&Workshop ObjectivesfParticipants will be able to: Eat lunch and talk to each other. Identify types and components of rubrics. Experiment with existing rubrics or construct a new rubric for use in their courses, or for assessment in their department or the Core. <ZZH+ Assessment The aim of assessment is primarily to educate and improve student performance, not merely to audit it. (Wiggins, 1998, p. 7) F3&Y8 TTYPA& fDiscuss any assessment activities that enhance student learning while providing the teacher with feedback about students progress. (  The challenge is to design tasks that require thoughtful responsiveness, not just plugged-in knowledge and skill.  tsMake a class presentation vs. Write an essay vs. Take a test on percents and compounded interest vs. Know the facts of history vs. Do a graphics assignment vs.  P Speak to raise funds and get elected Get a letter to the editor published Choose the most effective investment plan based on several options Design an exhibit for a history museum Satisfy a design client (From Wiggins, 1998 p. 37-38.) :PP P  I-I To evaluate complex tasks or competencies, we need Performance Criteria `J(3( (((1Guidelines by which student work (written responses, products, or performances) is judged What to look for to determine quality What to look for that reveals true understanding The more complex the skill, the more important it is to have clear criteria (and often the more difficult it is to define them) 2J,Rubrics0are assessment tools for judging complex tasks or competencies describe criteria for quality and define levels of performance, and make this information public help teachers evaluate work fairly and consistently help students understand what constitutes quality and assess their own work@  ,?Z9NRubrics often look something like this& (((T4zRubric Task Description Task Description: Assignment, such as Biology Lab Report, Oral Presentation, Poster, Senior Thesis:{(((cK.0Rubric Scale (Levels or Score) Task Description:>1(( (N/#Rubric Descriptor Task description:0$( ( O05Rubric Criteria a.k.a. Dimensions, Traits, Elements 06(.(f 8)Rubric Construction Practice Developing descriptors Task Description:  Cleaning Your Room 2\$f$f' P2Holistic vs. Analytic Rubrics:(f(( (Assigns a level of performance by looking at multiple criteria in the aggregate. Used for making quick judgments, or for grading complex work that varies widely in form (such as a capstone project or art portfolio.)f Articulates performance on each criterion. For example, a history research paper might have criteria for organization, historical accuracy, and writing conventions."W7Holistic Homework Rubric$ Most answers correct and all work shown. Reflective synthesis of reading. Some answers correct and some work shown. Good summary of reading but lacking synthesis or reflection. Few/no answers correct and little or no work shown. No summary of reading or simply quoting from text.|+l-+!->65X6"Task Specific vs. Generic Rubrics:# (f(( (Rubrics for one specific assignment. Used to spell out instructions and required elements of the task for students. Specific and relevant, but can be time consuming. Option: Staged Rubric w/ deadlinesBfff Rubrics that can be applied to multiple assignments, and possibly to multiple disciplines. For example, oral presentation, senior thesis, portfolio, and critical thinking rubrics.Q1Rubric Construction Practice Developing criteria and descriptors Task description:  Cleaning Your Room Di$f$#$f$' /":Scale Size Rubrics may vary from 3 to 7 score points, or more for developmental rubrics. Scales can be numerical, qualitative or a combination (e.g., 1, 2, 3 or good, better, best). Ask:  How many points are needed to describe the range of performance I am seeing in student work?  $Larger scales Often appropriate for more complex tasks Developmental rubrics may need larger scales May be harder to get scorer consistency May be harder to distinguish among multiple levels*Zff Smaller Scales Four points common for standards, with  3 signifying the standard Five point scales may be confused w/ A-F grades Fewer than four points may not be enough to distinguish quality (Arter & McTighe, 2001, p. 31.)D0$Getting started with Rubrics  Start by looking at a variety of sample rubrics. Adapt an existing rubric for your purposes, test it by scoring and sorting student work, then fine tune the rubric based on use. Or, start from scratch by listing performance criteria and indicators, and by sorting student work into groups by quality. Use this to develop a rubric to test and fine tune. Involve students in the process.Z2%0Rubric Development (from Arter & McTighe, 2001) <1 1. Collect samples of student work for assessment area of interest. 2. Sort work into groups (low, medium, high) and record reasons in some detail. 3. Cluster reasons into  traits or criteria.Z 4. Write a value - neutral definition of each trait and scale. 5. Find examples (anchors) of student work to illustrate each scale point. Provide more than one anchor for each level. 6. Involve students. 7. Continue to refine and revise. Z5'6Assessing your own rubrics& &Does it measure the outcome it is supposed to? [ ] Do the criteria cover important dimensions of student performance? [ ] Is there a clear basis for assigning scores at each level? [ ] Do descriptions fit the criteria and scales they represent? [ ] Are the scale labels informative but not discouraging? [ ] Can students understand it and will it provide them with useful guidance and feedback? [ ] Is it feasible, practical and manageable for the assignment?[ ] Can it be applied consistently by different scorers? [ ] ,P R3`Don t let the perfect be the enemy of the good.*D *The Art & Science of Assessing General Education Outcomes -AAC&UEZD   References $ C  American Association of Colleges and Universities (2005). The Art & Science of Assessing General Education Outcomes. Washington D. C.: AAC&U. Judith Arter and Jay McTighe (2001). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, CA: Corwin Press, Inc. Larry Ainsworth and Jan Christinson (1988). Student Generated Rubrics: An Assessment Model to Help all Students Succeed. Orangeburg, New York: Dale Seymour Publications. Kathleen Montgomery (Winter 2002). Authentic Tasks and Rubrics: Going Beyond Traditional Assessments in College Teaching. College Teaching 50(1): 34-39.Pb:b9b@bnbVbKbXbUbbb bReferences (Continued) Dannelle D. Stevens and Antonia J. Levi. (2005) Introduction to Rubrics. Sterling, VA: Stylus Publishing. Barbara E. Walvoord. (2004). Assessment Clear and Simple. SanFranciso: Jossey-Bass. Grant Wiggins (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass. Grant Wiggins and Jay McTighe (1998). Understanding by Design. Alexandria: Association for Supervision and Curriculum Development. ZZZBBUBFBBHB$Pn) /4+39 : < = LMS\ 0` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> $(    6 P  T Click to edit Master title style! !  0'   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0 ``  X*  0\ `   Z*  0 `   Z*H  0޽h ? ̙33 Default Design(0 P08(  0  0 N-^o^o (   v* P((PPyy 0 N!^o^o  j(  x* P((PPyyd 0 c $ ?{d  4 0 N^o^o  R[  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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P  !  r \ S !  !  H \ 0޽h ? ̙33y___PPT10Y+D=' ! = @B + 0 LDL(  L^ L S 0{d    > L c $D 0 R[     Thinking like an assessor vs. thinking like an activity designer: What would be revealing evidence of understanding: vs. what would be interesting activities on this topic. How will I distinguish btw students who really understand and those who just seem to> Vs. what will students be doing in and out of class? Against what criteria will I distinguish work vs. how will I grade. What misunderstandings are likely? Vs. did the activities work?H L 0lA ? ̙330 @((  ^  S 0{d   A   c $%A 0 R[  A   H  0lA ? ̙33$0 P((  ^  S 0{d      c $ 0 R[     H  0lA ? ̙33)0 0  (   ^   S 0{d       c $ 0 R[    See page 154 Wiggins---Littleton Rubric Descriptors for a level of performance. Indicators are tell tale signs of each level. Indicators may not always be reliable. Eg., student paying attention in class, open drawer How many have asked your kids,  Did you clean your room ? They say  yes! and you go look at it and it is not clean at all. Standards! Laundry sorted and carried to l.r., or even laundry in basket. Theirs is laundry near hamper. White gym socks throughout the house, under MY computer desk, couch cushions, on bed. We need to communicate our expectations for quality. What does quality look like? H   0lA ? ̙33'0 p((  ^  S 0{d     c $ 0 R[    H  0lA ? ̙33%0 RJ` (   ^   S 0{d   D   c $4 0 R[    Indicators from real student work prevent us from making  wish lists. See Erika s notes for here.H   0lA ? ̙33 0 $((  $^ $ S 0{d    $ c $8 0 R[    H $ 0lA ? ̙33R,0  h(  hd h c $0{d    h s *( 0 R[   VRubrics define levels of achievement in relation to learning outcomes and standards, and give students ongoing feedback about how well they re progressing toward these outcomes. Help teacher or other raters be accurate, unbiased and consistent in scoring. They document the procedures used in making important judgments about students. They make conscious the mostly subconscious processes that go into grades (Eder.) They help build links between authentic performance assessments and traditional grading. With rubrics, you don t  give or  assign a grade, students earn it based on clear criteria, putting the responsibility for learning and producing quality work on students.  H h 0lA ? ̙33F-0  p(  pd p c $0{d    p s *X+ 0 R[   lThat s where performance criteria come in. May say what is done correctly, and to what level of sophistication. May give examples of types of errors to be expected. INSERT SOME HEREH p 0lA ? ̙3310 ,(  d  c $0{d     s *7 0 R[   See page 154 Wiggins---Littleton Rubric Descriptors for a level of performance. Indicators are tell tale signs of each level. Indicators may not always be reliable. Eg., student paying attention in class, open drawer How many have asked your kids,  Did you clean your room ? They say  yes! and you go look at it and it is not clean at all. Standards! Laundry sorted and carried to l.r., or even laundry in basket. Theirs is laundry near hamper. White gym socks throughout the house, under MY computer desk, couch cushions, on bed. We need to communicate our expectations for quality. What does quality look like? 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Dimensions, Traits, Elements \Rubric Construction Practice Developing descriptors Task Description: Cleaning Your RoomHolistic vs. Analytic RubricsHolistic Homework Rubric#Task Specific vs. Generic RubricsiRubric Construction Practice Developing criteria and descriptors Task description: Cleaning Your RoomScale Size Rubrics may vary from 3 to 7 score points, or more for developmental rubrics. Scales can be numerical, qualitative or a combination (e.g., 1, 2, 3 or good, better, best). Ask: How many points are needed to describe the range of performance I am seeing in student work? Getting started with Rubrics 1Rubric Development (from Arter & McTighe, 2001) Assessing your own rubrics1Dont let the perfect be the enemy of the good.* References References (Continued)  Fonts UsedDesign Template Slide TitlesItem  Properties4YG013CK3I==2 DyDyItem  Properties <  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ\]^_`abcdefghijklmnopqrstuvwxyz{|}~xsd:element ref="dcterms:created" minOccurs="0" maxOccurs="1"/> This value indicates the number of saves or revisions. The application is responsible for updatiPowerPoint Document([8DocumentSummaryInformation8MsoDataStoreDyDyILTTEUMT==2 DyDyRoot EntrydO)DyPicturesCurrent UserGSummaryInformation(     %_7 Bruce MarzahnBruce Marzahn DocumentLibraryFng this value after each revision. ormDocumentLibraryFormDocumentLibraryForm