1. + Creating Dynamic Rubrics

2. + Objectives: Discuss how to write standards-based rubrics Identify strategies for teaching students to use rubrics to guide their work

3. + Need to Knows?

4. + Overview Rubric should assess the Final Product of the Project. Assess smaller assignments within the project by using other means. Rubric should be given early in the project. Rubric should be connected to standards, so that strong performance on final product corresponds to student mastery of standards.

5. + 4 Steps to Creating Your Assessment 1.Identify the standards and objectives students will learn in the project 2.Align the final product of the project to the standards 3.Identify the criteria for the final product 4.Write the rubric 1.Identify the standards and objectives students will learn in the project 2.Align the final product of the project to the standards 3.Identify the criteria for the final product 4.Write the rubric

6. + 1. Identifying Standards You Will Assess How much time you will spend on each standard 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 of organisms and is affected by alterations of habitats. How much time you will spend on each standard 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 of organisms and is affected by alterations of habitats.

7. + 2. Align the Final Product with the Standard Standard WHO might need to have this knowledge? WHY might they need this information? What might this person DO with this knowledge? SAMPLE: Analyze the effects of the Industrial Revolution on England, the United States, Japan, etc. -EnvironmentalistTo identify the effects of industrialism on a developing nation Create ways to prevent the negative effects of industrialism, share with government or people these effects - EconomistTo make current market predictions according to previous trends Share the information with stockholders or businessmen looking to do business in industrializing nations - PoliticianTo make political arguments for or against international tariffs or ethical labor laws Create a bill or modify voting, work on a committee or push an issue with other politicians SAMPLE: Organisms have a variety of mechanisms to combat disease (human immune response). - DoctorTo diagnose patients and share information with patients about their diseases Inform patients or share knowledge with other doctors - Drug company, marketing departmentTo understand how their product can effect peopleExplain 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

8. + 3. Identify the Criteria for the Project DO the project yourself (or at least walk through the steps 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 this project Look at your sample and create a list of “essentials” that must be included to meet the standards and the driving question of your project (higher order thinking is reflected in final product ) DO the project yourself (or at least walk through the steps 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 this project Look at your sample and create a list of “essentials” that must be included to meet the standards and the driving question of your project (higher order thinking is reflected in final product )

9. + Identify the Criteria for the Project (continued) Look at your sample and highlight the items from your checklist of essentials: Example--> Redo the sample as necessary to add further information or reflect skills from the standards or incorporate further higher order thinking Look at your sample and highlight the items from your checklist of essentials: Example--> Redo the sample as necessary to add further information or reflect skills from the standards or incorporate further higher order thinking

10. + 4. Turning the Criteria Into Your Rubric Start with the proficient section and list the items from your “essentials list” Proficient Narrative includes a overall thesis about the uniqueness of the student interviewed Narrative includes information in a logical, sequential order Information included has clear significance and/or relevance to the thesis Incidents mentioned have clear description of setting Narrative includes sensory detail and feelings of the interviewee.

11. + Writing the rubric Write More Objective Statements (that don’t look like these) Graphics are displayed Creatively Writing is enthusiastic and written in a fluid manner Introduction uses an engaging strategy Description goes ABOVE AND BEYOND in its description of the history of the event Description includes many relevant facts or details.

12. + Higher Order Thinking in Your Rubric

13. + Getting Students to USE the Rubric At first, the Students won’t 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 mean when it says “___________________.” The rubric for this project required you to describe the history of the event, the demography of the area, and the physical geography of the environment. Which of these have you currently completed? In the space below summarize each of the three in 1-2 sentences each. Read through the rubric: Describe three things that you have to do in order to receive a “B” in the Math Content.

14. + How can I get the students use the rubric to guide their work? Reference the Rubric throughout the project

15. + How can I get the students use the rubric to guide their work? Peer Editing

16. + Other Strategies???

17. + Next steps Work with your team teacher or another thought partner to create your list of “essentials” that will be placed into your rubric