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Rubric Creation October 22, 2012 Elementary: Math, Social Studies, Physical Education, Arts Education Middle Years: Math, Science, Physical Education,

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Presentation on theme: "Rubric Creation October 22, 2012 Elementary: Math, Social Studies, Physical Education, Arts Education Middle Years: Math, Science, Physical Education,"— Presentation transcript:

1 Rubric Creation October 22, 2012 Elementary: Math, Social Studies, Physical Education, Arts Education Middle Years: Math, Science, Physical Education, Health, Career Education, Arts Education High School: Math

2 What is a Rubric?

3 Why Use Rubrics? 1.Teachers become very clear about curriculum content & big ideas 2.Consistency in assessments 3.Provides students a clearer picture of their progress and skills. 4.Facilitates conversations with parents.

4 Criteria for Effective Rubrics Identify and understand the learner outcomes and indicators

5 Criteria for Effective Rubrics Describe work in terms of qualities, rather than quantities NOT THIS!

6 Criteria for Effective Rubrics Use parallel language

7 Criteria for Effective Rubrics Use clear criteria to describe the outcomes

8 Criteria for Effective Rubrics Chunk cumbersome outcomes into smaller pieces N5.5 Demonstrate an understanding of fractions by comparing fractions with like and unlike denominators. N5.5 Demonstrate an understanding of fractions by using concrete and pictorial representations to create sets of equivalent fractions

9 Criteria for Effective Rubrics Use student friendly language

10 Examples of Student Friendly Rubrics -1 Grade 9 Math Outcome – Students will demonstrate an understanding of linear inequalities 4 – I can solve situational questions. I can verify my answer. I can interpret solutions. 3 – I can consistently: solve a linear inequality Write an inequality for a given statement Write an inequality given a graph

11 9.3 continued 2 – I can consistently graph a given inequality. 1 – I need more help with becoming consistent with this criteria.

12 Example of Student Friendly Rubrics - 2 Grade 5 – Math Outcome: analyze models of, developing strategies for, and carry out multiplication of whole numbers. 4 – Student is able to solve multiplication situational problems. 3 – Student is able to multiply 2-digit by 2-digit whole numbers using a personal strategy.

13 5.2 Math continued 2 – Student is able to multiply 2-digit by 2-digit using a personal strategy and with the use of tool (multiplication chart, calculator) 1 – Student need assistance in choosing a strategy and tool to use in order to multiply numbers.

14 4 Point Rubric 1- Beginning Indicates partial understanding. Students at this level have limited success with the outcome even with support.

15 4 Point Rubric Approaching – 2 Indicates that the student has a basic understanding or inconsistent understanding of the outcome.

16 4 Point Rubric Proficiency – 3 Indicates a well- developed understanding of the outcome. Students at this level are competent with the skills and knowledge within the outcome.

17 4 Point Rubric Mastery – 4 Indicates an insightful understanding of the outcome. Students at this level can apply and transfer knowledge to novel situations.

18 Subject: Grade 2 ELA Outcome: CR2.1 Comprehend and respond to a variety of grade-level texts that address: identity, community, social responsibility and make connections to prior learning and experiences. 1 – Beginning2 - Approaching3 - Proficient4 - Mastery Listen and respond using a variety of grade level texts and show comprehension by:  Discussing relevant experiences and traditions from texts  Making thoughtful connections  Identifying reasonable similarities and differences

19 Subject: Grade 2 ELA Outcome: CR2.1 Comprehend and respond to a variety of grade-level texts that address: identity, community, social responsibility and make connections to prior learning and experiences. 1 – Beginning2 - Approaching3 - Proficient4 - Mastery Listen and respond using a variety of grade level texts and show comprehension that is:  Limited ability to discuss experiences and traditions from texts  Makes few, if any connections  Identifies limited similarities and differences Listen and respond using a variety of grade level texts and show comprehension by:  Simplistically discussing experiences and traditions from texts  Making predictable connections  Identifying basic similarities and differences Listen and respond using a variety of grade level texts and show comprehension by:  Discussing relevant experiences and traditions from texts  Making thoughtful connections  Identifying reasonable similarities and differences Listen and respond using a variety of grade level texts and show comprehension by:  Discussing inferential experiences and traditions from texts  Making significant connections  Identifying complex similarities and differences

20 1- Beginning2 – Approaching3 – Proficient4 - Mastery I need help to discuss the experiences and traditions outlined in the story I make few connections to what I hear I see little or no sign of things that are the same and different I can discuss the easy to identify experiences and traditions I can make predictable connections I can see the easy signs of things that are same and different I can discuss important experiences that connect to the reading I can make thoughtful connections I can see what is the same different I can discuss in depth the experiences that connect to the story I can make significant connections I can see the complex examples of same and different Subject: Grade 2 ELA Outcome: CR2.1 Comprehend and respond to texts that address identity, community, social responsibility, and make connections to earlier learning and experiences. I can listen and respond to the texts my teacher reads to me.

21 Creating LSKYSD Rubrics 1.Pick a subject and grade. 2.Review: -NESD rubrics -SK Curriculum online -LSKY outcomes and unpacked indicators -High School math – SRSD rubrics 1.Use the template provided. 2.Describe the proficient level first. 3.Decide what that outcome looks like at the other levels. Use the word tool to pick the verbs to describe them.

22 What Next? Hand in or templates to Rubrics will be fine tuned and then posted on the Living Sky School Division Curriculum Connections website In the future exemplars will be collected and added to the rubrics

23 Resources Saskatchewan Curriculum https://www.edonline.sk.ca/ NESD Rubrics SRSD Math Rubrics Growing Young Movers (Phys Ed rubric samples) LSKYSD Unwrapped Curriculum (online) Rubric Wordsmith (AAC) Templates

24 Resources Regina Public School: Math Makes Sense Grade 1 to 8: Rubrics in Authentic Assessment: um um SK teacher Blog about the 4 point rubric: thisismyjourney.blogspot.ca/2012/07/4-point-rubric.htmlhttp://iamateacher- thisismyjourney.blogspot.ca/2012/07/4-point-rubric.html English Language Arts Rubrics:


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