Developing Rubrics For Performance-Based Assessment

Developing Rubrics forPerformance-BasedAssessmentThe Languages Other Than EnglishCenter for Educator Development

AgendaDeveloping Rubrics for Performance-Based AssessmentqReview of Performance-Based Assessment/An Introduction to Rubricsß What is a Rubric?ß Why Use RubricsqRubric Designß The Basic Formatß A Rubric ChecklistqFrom the Rubric to the Grade Bookß Grades Reflect Achievementß Practice Makes Perfect!T-1

Reprinted with permission.T-2a

The uateTeachersT-2bTEKSWhat theycan do withwhat ditionalTests

Our Understanding of Rubrics - Test what you know .True or False?1. An instructional rubric is usually a one or two page document that describes varying levels of quality for aspecific assignment.2. An instructional rubric is usually used with a relatively complex assignment, such as a long-term project, anessay, or a research paper.3. The purposes of an instructional rubric are to give students informative feedback about their work in progressand to give detailed evaluations of their final products or performances.4. Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a listof criteria and gradations of quality.5. Instructional rubrics are easy to use and to explain.6. Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.7. Instructional rubrics provide students with more informative feedback about their strengths and areas in needof improvement than traditional forms of assessment do and allow their learning to become more focused andself-directed.8. Instructional rubrics are developed when the performance task is developed and may involve both the learnersand the teacher.9. Instructional rubrics support the development of skills and understanding, while providing benchmarks againstwhich to measure and document progress.10. Instructional rubrics empower learners by involving them in the teaching/learning process.11. Instructional rubrics blur the distinction between instruction and assessment.12. Instructional rubrics can reduce the amount of the teacher’s paperwork because students area part of the process of assessment development.T-3Based on Andrade, H.G. (2000). Using Rubrics to Promote Thinking & Learning.Educational Leadership, 57(5), 13-18.

Performance TaskCriteria:QUALITYT-4

T-5aReprinted with Special Permission of King Features Syndicate, Inc.

REAL-LIFEDEMANDST-5b

Why Use A Rubric?B C-BuenosDía s !“BR” (Before Rubrics)ß I am the teacher. I know exactly what to look for in students’ work.Plus, I have lots of experience. So I can make the assessment.ß I’ll decide who does the best based on my experience! Actually, Icould give them grades without even going through the motions ofevaluating their work.I wish I knewwhat the teacherwants from me.I worked on this fora long time. I hopethe teacher likes it.I know I’llget an A.I always do!T-5cI don’t knowif this is longenough?Help! The teacherlooks like she ismad at me. That’snot a good sign.

PeanutsPEANUTS reprinted by permission of United Feature Syndicate, Inc.T-5d

An Effective Rubric:Performance-basedCLEAR and CONCISEUsed in Planning and AssessmentUnderstood by Students and TeachersEncourages Students to be SuccessfulTakes the GUESSWORK out of gradingT-5e

Why Use A Rubric?“AR” (After Rubrics)ß Wow! Using a rubric keeps everyone informed.ß The grading is so much faster and easier – and fair for all students.ß The students are so prepared they all have a chance to do well.This is goingto be a cinch.Whew! I’m glad weplanned ahead with therubric. I knew whatwas expected.I’ll go first, Iknow exactlywhat to do.T-5fpunto 1punto 2Even if myvisual aid isnot great,I can stillmake a B.I have allthe pointscovered.

We the People of the United States,in Order to form a more perfect Union,establish Justice, insure domesticTranquility, provide for the commondefence, promote the general Welfare,and secure the Blessings of Liberty toourselves and our Posterity, do ordainand establish this Constitution forthe United States of America.T-Warm up II

BlondieReprinted with Special Permission of King Features Syndicate, Inc.T-6a

Miss PeachReprinted with permission of Mell Lazarus and Creators Syndicate, Inc.T-6b

Rubric for Written WorkRubric for assessment of writing samples sibility vocabularyrequirementsstructurecontent4Very effectivelycommunicated,appropriateBroad vocabulary;extensive andeffective use ofstudied wordsNo significant errors,control of grammaticalstructures studiedAppropriate to task,many supportingdetails; exceeds allrequirementsExceeds all levelexpectations; createswith lly accuratewith some errors;adequate use ofstudied wordsGenerally accurate; fewsignificant errors inareas studiedSufficient for task,adequate supportingdetails; meets allrequirementsMeets all levelexpectationscompletely2Some ideas clear, somedifficultiesErrors in vocabularyinterfere withcommunicationSeveral significanterrors in areas studiedLimited, somewhatincomplete; meetsmost requirementsMeets most levelexpectationsUnclear, significantdifficultiesInadequate, repetitiveor incorrectvocabularyConstant patterns oferror in areas studiedLacking, incomplete;meets fewrequirementsMinimally meetssome levelexpectations; overlysimple10T-8No written sample, noeffortJeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community College

18Stand upSay Guten T a g !Call rollBegin to collecthomeworkFinish collectinghomeworkAsk students toopen booksOpen bookTurn to page 32Look upThere is such a thing as being too organized!T-9

Rubric for SpeakingRubric for assessment of oral production (modified oral proficiency tureself-correction4Message successfullyand accuratelycommunicatedMessage carried inseries of completesentences whenappropriateBroad vocabulary;extensive and effectiveuse of studied wordsNo significant errors,control ofgrammaticalstructures studiedSelf correctionincreasescomprehensibility3Message almostentirely communicatedMessage carriedmostly by completesentences whenappropriateGenerally accurate withsome errors; adequateuse of studied wordsGenerally accurate;few significant errorsin areas studied.Most self correctionis successful2Message generallycomprehensibleMessage carriedprimarily by shortphrases or singlewordsErrors in vocabularyinterfere withcommunicationSeveral significanterrors in areasstudied.Some self correctionis successful1Message communicatedwith great difficultyMessage carried onlyby single wordsInadequate, repetitiveor incorrect vocabularyConstant patterns oferror in areas studiedSelf correction rareand unsuccessful0No show, no speech,no effortT-10Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community College

Performance TaskCriteria:QUALITY GradeT-11

The Planning Pathof the Rubric Rubrics)Youmade ubrics)WhatWhatweweexpectexpectstudentstostudents ogressCheckpointsCheckpoints NoviceNovice IntermediateIntermediate AdvancedAdvancedProgramProgramGoalsGoals CommunicationCommunication CulturesCultures ComparisonsComparisons ConnectionsConnections CommunitiesCommunitiesStartStartHereHere

_4.Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a list of criteria and gradations of quality. _5.Instructional rubrics are easy to use and to explain. _6.Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.