rubrics workshop

8/6/2019 Rubrics Workshop

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Creating Dynamic

Rubrics


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Creating Dynamic Rubrics

Objectives: Discuss how to write standards-based rubrics

Identify strategies for teaching students to userubrics to guide their work


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Need to Knows?


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Overview

Rubric should assess the Final Product of theProject.

Assess smaller assignments within the project byusing other means.

Rubric should be given early in the project.Rubric should be connected to standards, so that

strong performance on final product correspondsto student mastery of standards.


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4 Steps to Creating Your Assessment

1. Identify the standards and objectivesstudents will learn in the project

2. Align the final productof the project to

the standards3. Identify the criteria for the final product4. Write the rubric

1. Identify the standards and objectivesstudents will learn in the project

2. Align the final productof the project to

the standards3. Identify the criteria for the final product4. Write the rubric


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1. Identifying Standards You Will Assess

How much time you will spend on eachstandard for this course? (curriculum

mapping guide) What standards will you include?Example :

6. Stability in an ecosystem is a balance between competing effects.

a. Students know bio diversity is the sum total of different kinds oforganisms and is affected by alterations of habitats.

How much time you will spend on eachstandard for this course? (curriculum

mapping guide) What standards will you include?Example :

6. Stability in an ecosystem is a balance between competing effects.

a. Students know bio diversity is the sum total of different kinds oforganisms and is affected by alterations of habitats.


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2. Align the Final Product with the Standard

Standard WHO might need tohave this knowledge? WHY might they need thisinformation? What might this person DOwith this knowledge?SAMPLE:

Analyze the effects of the

Industrial Revolution on

England, the United States,

Japan, etc.

-Environmentalist To identify the effects of industrialismon a developing nation

Create ways to prevent the negative

effects of industrialism, share with

government or people these effects

- Economist To make current market predictions

according to previous trends

Share the information with stockholders

or businessmen looking to do business

in industrializing nations

- Politician To make political arguments for oragainst international tariffs or ethicallabor laws

Create a bill or modify voting, work ona committee or push an issue with other

politicians

SAMPLE:

Organisms have a variety of

mechanisms to combat disease (human

immune response).

- Doctor To diagnose patients and share

information with patients about their

diseases

Inform patients or share knowledge

with other doctors

- Drug company, marketing

department

To understand how their product can

effect people

Explain to doctors or clinics how this

drug can help patients in a pamphlet

or other written work (drug rep could

verbally share this information with

potential clients as well)

- Center for Infectious diseases,

military specialist, or other

government representative

To understand what the potential

dangers are of disease on the health of

the nation

Create an information packet or

pamphlet about dangers of germ

warfare or other publication

YOUR STANDARD HERE:

Standard

Student role Scenario Product


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3. Identify the Criteria for the Project3. Identify the Criteria for the Project

DO the project yourself (or at least walk through thesteps of the project)

Visualize what the students will need to complete Decide what is most important in the project vs. busy

work

Determine what sources are available and needed for thisproject

Look at your sample and create a list of essentials thatmust be included to meet the standards and the drivingquestion of your project (higher order thinking is reflectedin final product)

DO the project yourself (or at least walk through thesteps of the project)

Visualize what the students will need to complete Decide what is most important in the project vs. busy

work

Determine what sources are available and needed for thisproject

Look at your sample and create a list of essentials thatmust be included to meet the standards and the drivingquestion of your project (higher order thinking is reflectedin final product)


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4. Turning the Criteria Into Your Rubric

Start with the proficient section and list theitems from your essentials list

Proficient

Narrative includes a overall thesis about the uniqueness ofthe student interviewed Narrative includes information in a logical, sequential order Information included has clear significance and/orrelevance to the thesis Incidents mentioned have clear description of setting

Narrative includes sensory detail and feelings of theinterviewee.


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Writing the rubric

Write More Objective Statements(that move away from these kinds of statements, which are too vague and/or subjective)Graphics are displayed Creatively

Writing is enthusiastic and written in a fluidmanner

Introduction uses an engaging strategy

Description goes ABOVEAND BEYOND in itsdescription of the history of the event

Description includes many relevant facts ordetails.


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HigherOrder Thinking in Your Rubric

New Technology NetworkRubric Rhetoric- Cheat Sheet

Rubrics are often one of the most difficult components to create when developing a Project Based Learning Unit. This Cheat Sheetprovides lists of action verbs that you can use to help guide you as you write your next rubric . The verbs are based on BloomsTaxonomyand lend themselves to ideas of how students can demonstrate proficiency in key processes of learning .

CRITERIAUNSATISFACTORY

(Below Performance S tandards)PROFICIENT(Minimal Criteria)

ADVANCED(Demonstrates Exceptional Performance)

Students

ListTellDefineLocateRecognizeExplainIllustrateDescribeSummarizeInterpretExpandConvert

Students

DemonstrateApplyUseConstructFind SolutionsCollect InformationPerformSolveChoose Appropriate ProceduresDebateDifferentiateGeneralizeConcludeOrganizeDetermineDistinguish

In addition to meeting the PROFICIENT criteria

Students

CreateDesignPlanProduceCompileDevelopInventCompareDecideEvaluateConclude

ContrastDevelopCriteria

AssessAppraise

Description

(%)

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25


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Getting Students to USE the Rubric

At first, the Students wont read the rubric unless you support them

Ideas on getting the students to use the rubric:

Journal Prompts:In the Proficient column of the Science content rubric for this project what does it meanwhen it says ___________________.

The rubric for this project required you to describe the history of the event, thedemography of the area, and the physical geography of the environment.Which of thesehave you currently completed? In the space below summarize each of the three in 1-2sentences each.

Read through the rubric: Describe three things that you have to do in order to receive aB in the Math Content.


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How can I get the students use the rubric to guide their work?

Reference the Rubric throughoutthe project


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How can I get the students use the rubric to guide their work?

Peer Editing


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Final Thoughts

Crafting an effective rubric Focus on the standards being assessed

Be specific, using objective language whenpossible

Make sure there isnt one right answer or rightway for students to address each requirement

If something isnt on the rubric, it will not beassessed

What other rubric-writing strategies have beeneffective in your teaching experience?


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Next steps

Work with your team teacher or another thoughtpartner to create your list of essentials thatwill be placed into your project rubric

rubrics workshop

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