05/01/2023

Building Better Rubrics

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Overview of Day• 08:30 - Registration and Breakfast• 09:00 - Building Better Rubrics• 12:00 - Networking Lunch• 01:00 - Choice Sessions: Dilemmas or

Validating Work• 02:15 - Snack• 02:30 - Sharing Our Learning• 03:00 - End of Day

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Connections• What is your experience working with

rubrics?• What do you want to know about building

better rubrics?

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Goals

• To consider the qualities that make a strong rubric

• To review the structure and value of rubrics• To participate in a structured design process

for the creation and peer review of strong rubrics

Rubric Carousel

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Gallery Walk• Divide into four groups• Groups will rotate between four stations with

model rubrics (5 minutes/station)• Group conversation focuses on two

questions:- What are the rubric’s strengths?- What questions does the rubric raise for

you?• Participants can use worksheet to capture

information to help them design and/or tune rubrics

• Group debrief (5 minutes)

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Students and Rubrics

Rubric Design Process

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Pause and Think

• Spend a few minutes considering what qualities you think should exist in a strong rubric.

• If you are with your team, talk about these qualities and discuss why you think they are important.

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Analytic Rubric

Definition: Provides specific feedback on dimensions

Advantages: •Detailed feedback•Consistent•Does not hide deficits

Disadvantages: •Time consuming to score

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What is Being Measured? Pt. 1Standards Based Task-Specific

Definition: Contains criteria that are generalized across tasks

Unique to a specific task

Advantages:

Can be used across tasksAre tightly aligned to standards

May be more reliable assessment of performance on the task

Disadvantages:

Feedback may not be specific enough

Hard to have common understanding of the standards

Difficult to construct rubrics for all tasks

May not be tightly aligned to standard

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What is Being Measured? Pt. 2

Criteria Beginning

Developing

Proficient Advanced

FORMATIVE

SUMMATIVECriteria Advanced Proficient Developi

ng Beginnin

g

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Parts of a Rubric• Score Level• Criteria (or

Dimensions) Idea

Development Supporting

Evidence Descriptors

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Five Types of Criteria*• Form Criteria: Did you apply correct formats and

rules?• Process criteria: Did you follow the right steps? • Accuracy of content criteria: Is the answer correct? Is

the concept understood and correctly applied? • New knowledge criteria: Did the student use the

processes to attain new knowledge? Ask new questions?

• Impact criteria: Did the product achieve it’s intended result?

* Not all have to be included all the time

(mostly DOK 1)

(often DOK 2)

(often DOK 3 or 4)

(often DOK 3 or 4)

(often DOK 2)

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The Importance of Proficient and Advanced       

 

Criterion 1       

 

Criterion 2       

 

Criterion 3       

 

Criterion 4       

ProficientStart

Here

AdvancedAspiration

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The Design Process – In Short1. Decide the standard(s) (or

competencies/essential skills/habits, learning targets, etc.)

2. Consider the content of the standard and the DoK level that is implied by the standard and therefore required by the evidence.

3. Develop criteria directly from the standard(s).

4. Start with the proficient column, consider what evidence of attainment would be necessary and write the descriptors based on this evidence.

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Tips on Writing “Proficient” Level• Whenever possible, try to mirror the

language in the learning target.• Remember that any one assessment cannot

prove mastery; rather, assessments provide evidence of mastery.

• Be certain that the evidence of achievement you are asking for is observable in the product.

• If you do want to assess an internal process – such as perseverance or problem solving – consider using a reflective piece of writing as evidence.

Rubric Tuning

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The Rubric Evidence Tool

When peer reviewing or tuning the rubrics, be sure to use the Evidence Gathering tool, which will help you through the protocol and help with analysis.

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Rubric Tuning Protocol• Choose roles and facilitator reviews norms (2-3

minutes) • Teacher Presenter (5 minutes) • Examine materials (5 minutes) • Clarifying Questions (5 minutes)• Tune with Student Work, if possible: (25

minutes) • Participants discuss essential rubric qualities

(15-20 minutes) • Debrief the process (5-10 min)

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Break

Work Time

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Three Options• Rubric Tuning Session – Review participant-

created rubric• Revise Existing Rubric – Use rubric design

criteria document• Practice Creating a Dispositions Rubric

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Unwrapping A Disposition/Habit• Grit:

- Perseverance- Self-management- Conscientiousness - Passion for achieving long-term goals

• Context:

- How is “grit” connected to classroom performance?

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Disposition/Habit RubricExceeds Meets

Grit      An commitment to improve one’s performance in school, and a passionate dedication to achieve that goal.

a) I put my absolute maximum effort into every single thing I do. b) I respond to setbacks as learning experiences, and try again! 

c) I understand that progress is more important than perfection, and I am able to see long-term goals as equally important as short-term ones. d) I reflect on an understanding my own academic strengths and weaknesses and actively attempt to find ways to practice and improve on them.

a) I put strong effort into most of what I do.  b) I see my setbacks as learning experiences and look for support when I need it. 

c) I recognize the importance of long-term goals, as well as short-term goals. 

d) With someone’s help, I can reflect on my academic strengths and weaknesses and how to practice and improve, but don’t know how to do this on my own.

Adapted from College Track San Francisco Student Excellence GRIT Rubric (Student Version)

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Definition: With Perseverance we persist through challenges, manage pressure and maintain an optimistic outlook.

 

Exceeds

 

Meets Approaches Begins

 Persist

 

 

When I encounter a challenge, I constructively and independently work through it and reflect on the options I took to overcome it.

When I encounter a challenge, I continue to work independently towards a solution by trying different options.

When I encounter a challenge, I begin to plan possible options towards a solution more independently.

When I encounter a challenge, with support, I think of possible options towards a solution.

 Manage

 

 

When I feel pressure, I am able to develop more than one solution that helps me to eliminate the pressure and stress I feel.

When I feel pressure, I independently manage my stress by thinking about what bothers me, and developing a possible solution.

When I feel pressure, in order to manage my stress, I seek the support of another person to develop a possible solution.

When I feel pressure, I recognize that I need support or a solution to manage my stress.

 On Task

 

I am able to stay on task independently and work through to completion.

I am able to stay on task independently and work towards completion.

I am able to stay on task with someone’s support and review my remaining work.

I am able to stay on task with someone’s support and redirection towards my work.

 Attitude

 

I keep a positive attitude independently with consistency as I work toward my goal(s).

I keep a positive attitude independently as I work toward my goal(s).

I recognize the importance of keeping a positive attitude as I work towards my goal(s).

 I do not know why having a positive attitude is important as I work towards my goal(s).DRAFT – JUNE 2014

Debrief

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Debrief• What did you learn about rubric

development?• How would you bring this back to your

school?

Thank You!