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Creating and Using Rubrics for Evaluating Student Work Prepared by: Helen Jordan Mathematics Coordinator Normandie Avenue Elementary.

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Presentation on theme: "Creating and Using Rubrics for Evaluating Student Work Prepared by: Helen Jordan Mathematics Coordinator Normandie Avenue Elementary."— Presentation transcript:

1 Creating and Using Rubrics for Evaluating Student Work Prepared by: Helen Jordan Mathematics Coordinator Normandie Avenue Elementary

2 Rubrics are…. A scoring guide; A framework that can be designed or adapted by the teacher for a particular group of students or for a particular task; A scale to judge performance on a single task; Used in conjunction with a criteria chart.

3 Why use a Rubric? Ease of providing feedback; Gets the responsibility for judging off of the teacher and on to the student; Performance indicators describe what work will look like at each level of the rubric; Students will have a clear understanding of the score they earned through teacher feedback.

4 When are Rubrics used? Cumulative tasks –Tasks that incorporate several different skills that have been taught over time and must be applied to successfully complete task.

5 When are Rubrics used? Not purposeful for: –daily work assignments; –drill exercises; –any assignment assessing only one skill.

6 How are Rubrics Created? It all begins with your expectations! What do you want the completed task to look like? How can the expectations be described in a way that students will understand what is expected of them? (performance indicator)

7 Criteria Chart A performance indicator that describes what is expected of student work when assignment is completed. The description(s) indicate proficiency.

8 Performance Indicators The rubric has descriptions of student work at each level. These descriptions are called performance indicators. Answers the question: What can I do to get a ___? The student decides what they want and works to achieve it.

9 Four Point Rubric Got It! Evidence that the student essentially has the target concept or idea Not Yet Student shows evidence of major misunderstanding. Incorrect concept or procedure or failure to engage in the task Excellent: Full Accomp- lishment Proficient: Substantial Accomp- lishment Marginal: Partial Accomp- lishment Unsatisfactory: Little Accomp- lishment

10 Four-Point Rubric Got It! Evidence that the student essentially has the target concept or idea Not Yet Student shows evidence of major misunderstanding. Incorrect concept or procedure or failure to engage in the task Excellent: Full Accomp- lishment Proficient: Substantial Accomp- lishment Marginal: Partial Accomp- lishment Unsatisfactory: Little Accomp- lishment

11 Performance Indicators: 3 Criteria Chart The expectations of the work should be a direct reflection of proficient performance. It is the criteria chart.

12 Four Point Rubric Got It! Evidence that the student essentially has the target concept or idea Not Yet Student shows evidence of major misunderstanding. Incorrect concept or procedure or failure to engage in the task Excellent: Full Accomp- lishment Proficient: Substantial Accomp- lishment Marginal: Partial Accomp- lishment Unsatisfactory: Little Accomp- lishment

13 Performance Indicators: 4 Criteria Chart + The expectations of the work at this level shows that the student used exemplary methods, showed creativity, and/or goes beyond the requirements of the task. Language: clear, concise, vivid, vibrant, creative, extra, above and beyond, etc…

14 Four Point Rubric Got It! Evidence that the student essentially has the target concept or idea Not Yet Student shows evidence of major misunderstanding. Incorrect concept or procedure or failure to engage in the task Excellent: Full Accomp- lishment Proficient: Substantial Accomp- lishment Marginal: Partial Accomp- lishment Unsatisfactory: Little Accomp- lishment

15 Performance Indicators: 2 Criteria Chart - The expectations of the work at this level shows that the student work shows lack of understanding or evidence of not understanding. Direct input or further teaching is required for student to become proficient. Language: unclear, lack of…, not clear…, lacking, does not…, may or may not…, etc..

16 Four Point Rubric Got It! Evidence that the student essentially has the target concept or idea Not Yet Student shows evidence of major misunderstanding. Incorrect concept or procedure or failure to engage in the task Excellent: Full Accomp- lishment Proficient: Substantial Accomp- lishment Marginal: Partial Accomp- lishment Unsatisfactory: Little Accomp- lishment

17 Performance Indicators: 1 Criteria Chart -- The expectations of the work at this level shows that the task was attempted and some effort was made. There may be fragments of accomplishment but little or no success.

18 Criteria Chart ( What are the expectations?) Fraction and decimal values representing trade are marked; Number line reflects position of decimals and fractions as noted in the stanzas of the poem; Explanation of last stanza reflects understanding of the events in the poem.

19 4321 Excellent Full Accomp- lishment Proficient Substantial Accomp- lishment Marginal Partial Accomp- lishment Unsatisfactory Little Accomp- lishment Fraction/decimal values clearly represented on each stanza; Number line clearly shows correct positions of fractions and decimals on number line; Explanation of last stanza is clear/concise and reflects understanding of the events in the poem; May have minor errors. Fraction/decimal values represented on each stanza; Number line approximates correct positions of fractions and decimals on number line; Explanation of last stanza reflects understanding of the events in the poem; Some minor error, minimal feedback necessary. Fraction/decimal values unclear/not clearly represented on stanzas; Number line does not reflect correct positions on number line; Explanation of last stanza reflects lack of understanding of the events in the poem; Direct input or further teaching is required. The task is attempted and some mathematical effort is made; There may be fragments of accomplishment, but little or no success. Got It!Not Yet

20 Can work be scored a 0? If the student did nothing and did not even make an attempt, the final product should be rated a 0.

21 Four Point Rubric Got It! Evidence that the student essentially has the target concept or idea Not Yet Student shows evidence of major misunderstanding. Incorrect concept or procedure or failure to engage in the task Criteria Chart + Criteria Chart - Description of Little Accomp- lishment, but no success.

22 Rubric Frame 4321 Criteria Chart The task is attempted and some (curricular) effort is made. There may be fragments of accomplishment, but little or no success. Got it!Not Yet

23 Task Within grade level, review assignment criteria chart. Create a scoring rubric based on the criteria for the given assignment.


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