EDUC 4454 – Class 13P/J Methods

Methods Principle: Assessment & Evaluation

Bell Work: As a group, discuss the following questions:

1. What is a rubric?

2. Why use rubrics?

3. Describe a rubric you used in your last practicum. What did you like/dislike about it?

What is a rubric?(derives from the Latin word, meaning “red”)

In educational “jargon”,

a rubric is a set of scoring criteria for evaluating student work or “what counts” .

It also articulates gradations of quality for each criterion, from excellent to poor.

A Rubric has three features…

Criteria for evaluation Descriptors (quality definitions for each level

of performance A scoring strategy that is either holistic

(measures the overall quality of a task) or analytic (measures specific aspects of a task)

What’s so good about rubrics?

Criteria are clearly outlined for students and teachers.

Measures learning in relation to expectations. Making marking faster and easier. Enhances students’ ability to reflect and self-

evaluate. Fosters individual accountability. Teachers evaluate more consistently. Helps parents understand what and how their child

is being evaluated. Gives parents criteria to help their child with

homework and assignments. Relates well to performance tasks – no right/wrong

answer – allows for a range

The problems…

Too long in length. The rubric loses is value. The rubric is too general. Too “wordy” The need to create a rubric for every assignment.

Time consuming. Parents are not familiar with what a rubric is and how

it is used. Or the use of levels. Not all teachers are comfortable with the use of a

rubric. Not consistent use in all classes. If used with children needs to be worded in “child-

friendly” language

The Ministry mark programs and post secondary schools require a “proper” grade value for marks on report cards not levels.

Many people feel a level, a letter value, and a number grade are all the same thing. (Why are we reinventing the wheel?)

The term rubric has a negative connotation – the birth of Ministry documents and government pressure

Tips on designing a rubric

1) Avoid unclear language. 2) Avoid unnecessarily negative language. 3) Be clear on the expectations for every

criterion at each level. 4) Have the class help you write and discuss

the rubric before a major assignment. 5) Give the rubric before a major assignment

all students are clear on the assignment expectations.

How to Design an Effective Rubric

Simple Steps to Follow

Step #1

Isolate the expectations (refined or otherwise) you are going to assess

Example

Expectation:

communicate the results of inquiries about different points of view on an issue, using computer slide shows, oral presentations, written reports

Step #2

Imagine a student task which will have the students demonstrate all the chosen expectations

Example News report:

Students can become reporters and choose a story in the news.

They can orally present the different view points from the story.

Students may choose to do a live news cast, a video or a newspaper clipping.

Step #3

Keeping the task in mind, go back to the expectations, divide them up into assessable areas (becomes the criteria)

Example

Potential criteria:• Communicate results of inquiryCommunicate results of inquiry• Different points of view – must have at least 2 Different points of view – must have at least 2

on an issueon an issue

• Using computer slide showsUsing computer slide shows• Using oral presentationsUsing oral presentations• Using written reportsUsing written reports

Can keep them

separate or tie them

together if appropriate to the task

Step #4

Create the levels (be specific by focusing on the task)

Rubric: News Report – Points of ViewCriteria /

Expectation

Level 1

Needs additional time (etc) to meet expectation

Level 2

Approaching expectation

Level 3

At expectation

Level 4

Goes beyond the expectation

Uses correct format – article, newscast

able to use correct format with limited effectiveness

able to use correct format with some effectiveness

able to use correct format with good

effectiveness

able to use format to a high degree of effectiveness

Identifies point of view

Correct grammar, punctuation

Clear expression of ideas, logically sequenced

Steps in Making a Rubric

1. Isolate the expectations (refined or otherwise) you are going to assess

2. Imagine a student task which will have the students demonstrate all the chosen expectations

3. Keeping the task in mind, go back to the expectations, divide them up into assessable areas (becomes the criteria)

4. Create the levels (be specific by focusing on the task)

Expectation:

communicate the results of inquiries about different points of view on an issue, using computer slide shows, oral presentations, written reports

Potential criteria:

Communicate results of inquiryCommunicate results of inquiry

Different points of view – must have at least 2Different points of view – must have at least 2

On an issueOn an issue

Using computer slide showsUsing computer slide shows

Using oral presentationsUsing oral presentations

Using written reportsUsing written reports

Pull out all the parts

Can keep them separate

or tie them together if

appropriate to task

Example

Level 1 – does not meet expectations Level 2 – meets some expectations Level 3 – meets expectations Level 4 – exceeds expectations

Rubric Levels….

Level 3 is meeting the expectation

Level 2 is approaching the expectation

Level 1 is experiencing difficulty in some manner

Level 4 is exceeding the expectation

Level R (whether it is on the Rubric or not) means the student did not get a level 1 and needs remedial (either the verb or the noun)

….And the more specific the criterion the better!Prof. J. Pitt

Lesson Plan RubricCriteria /

Expectation

Level 1

Needs additional time (etc) to meet expectation

Level 2

Approaching expectation

Level 3

At expectation

Level 4

Goes beyond the expectation

Sang “O’Canada”

Sang “O’Canada”

10 minutes in length

10 minutes in length

Chose one simple expectation

Chose one simple expectation

All individuals appear to contribute equally

All individuals appear to contribute equally

Can count orally to 100

Can count orally to 100

Prof. J. Pitt – Methods

http://www.rubricbuilder.on.ca/

The Information Screen

The information page contains your

school name and a list of all the

teachers who have used the program.

These are stored in the program and

only need be entered the first time.

This screen is also where you will

provide a name and description for

your new rubric.

At the bottom of your screen, you will

choose the grade level and course

before continuing to the next screen.

The Expectations Screen

This screen will list all of the general

and specific expectations for your

chosen course taken directly from the

Ontario Ministry of Education

curriculum. Double click or use the

arrows to add or remove expectations.

You also have the ability to search for

and choose expectations from other

courses. This is very useful on those

occasions when you will have inter-

disciplinary assignments.

Criteria ScreenOn this screen you will select the criteria that

will be used in the assessment. To make it

easier to find the desired criteria you can

limit the list by task or category. You will

probably also want to limit the criteria to

those which are relevant to your chosen

expectations.

Select criteria by dragging the text into one

of four categories boxes: Knowledge,

Thinking, Communication or Application. You

can also click on the arrow to have the

criteria added to the most appropriate box.

This screen will also allow you to create your

own criteria and level descriptors for this

rubric.

View/Edit Screen

This screen allows you to view and edit

the rubric before it is printed. You may

double-click on any of the squares to

begin editing the text it contains. You

may add custom criteria at this stage

as well.

This is the screen which will allow you

to have complete control over how the

rubric is worded. All of the criteria and

the level descriptors are completely

editable to ensure that you get the

exact wording that is right for your

rubric.

Print / Export ScreenThis final screen will allow you to preview

and print your completed rubric. You

may also export to Word and

WordPerfect in order to further refine

your rubric before printing it

There are three other forms which may

be printed if you find them relevant to

your particular rubric:

•“Teacher's Companion Information

Sheet”

• “Leveled Marking Sheet”

•“Checklist Marking Sheet”

Free Sign-up:

http://www.rubricbuilder.com/app/UnauthenticatedUsers/createStandaloneUser.aspx

Alternatively, you can create a rubric using eTeacher 3.5 (Software is loaded on your laptop) Use the Class13_Handout_UsingRubricMaker

Go To: START – ALL PROGRAMS – EDUCATION MENU – ASSESSMENT & PLANNING – eTeacher 3.5 & Follow the Handout Provided

Try It Out(You May Work In Pairs)

Trial Version E-mail Message:

“Thank you for trying the Rubric Builder! Please enjoy your trial of all the features and benefits of this powerful tool. During your trial, the only limitation will be that your printouts will contain the word 'demo' throughout. You may remove this limitation at any time by purchasing a one-year subscription to the program.”

Option C – Word Document Rubric

You can also create a rubric with Microsoft Word using a table.

Use the template:Class13_Handout-Rubric-Development-Gr4-Social-Studies

Other Sites to Explore:

Tools for Ontario Teachers http://www.thecanadianteacher.com/tools/ontario Revised Social Studies curriculum is posted

Long Range Plan Wizard Expectation Generator Rubric Generator

Rubistarhttp://rubistar.4teachers.org/Create your own on-line rubrics and checklists from ready-made databases of criteria. You can save and the edit rubrics you have made.

Assessment Generatorshttp://maps.google.ca/?hl=enMatix Rubric, Weighted Matrix Rubric, Checklists, Rating Scales

More Sites…

Rubric generatorshttp://teachers.teach-nology.com/web_tools/rubrics/A collection of rubric generators. 

Collection of Rubric Linkshttp://www.cl.ais.net/rlevine/coolunits.htm#rubrics

Rubrics for Web Lessonshttp://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Lessons.htmlDescribes authentic assessment, template is provided. Gives samples of rubrics for scientific report, oral presentation, collaboration, hyper-studio stack, firsthand biography, music performance, reflective journal.

Project Based Learninghttp://pblchecklist.4teachers.org/

Checklists You can create and print  your own checklists for class activities. 

And still more! Kathy Schrock's Guide for Educators

Web page rubrics, subject-specific rubrics, and articles on rubrics and assessment. Rubrics and Online Surveys

http://www.nova.edu/~burmeist/rubrics.html Extensive collection of rubrics and teacher-skills assessments. 

Test and Assesshttp://www.teachervision.com/tv/curriculum/assess/rubrics.htmlA collection of  rubrics and explanations of assessment practices. 

Reading Assessment - NAEP - Reading 'Report Card' U.S.http://nces.ed.gov/nationsreportcard/reading/results/Results of 2000 reading assessment for Grade 4 students 

Rubricshttp://www.branson.k12.mo.us/langarts/rubrics/rubrics.htmRubrics and marking checklists for language assignments: general grading, personal narrative, fiction story, persuasive essay, comparison/contrast

essay, poetry.

Reflective Practice Activity Review Pages # 287-289 Complete the reflective

practice activity on page #289

1 more Web Site to explore:

http://www.quiz-builder.com/

FREE 15-Day Trial