Presentation on theme: "Creating for your classroom. Rubric Options 1. Adopt 2. Adapt 3. Create."— Presentation transcript:
Creating for your classroom
Rubric Options 1. Adopt 2. Adapt 3. Create
Step 1 – Standard Choose a content standard to anchor the rubric Decide on the task
Step 2 – Dimensions Brainstorm some possible dimensions for evaluation
Step 2 – Dimensions Whether its fun Kinds of equipment Safety Places for parents to sit Aesthetically pleasing Well maintained Whether theres graffiti Both baby swings and regular swings Big kids equipment separate from little kids Whether equipment looks fits the site Equipment allows kids to use imagination Equipment for older and younger children Variety of equipment Soft surfaces beneath equipment Colorful equipment Sturdy equipment Picnic area How attractive Slides Climbing equipment How the grass looks How much garbage there is Enough garbage cans Enough swings Cleanliness
Step 2 – Dimensions Brainstorm some possible dimensions for evaluation Look at some actual examples of student work to see if you have omitted any important dimensions
Step 2 – Dimensions Brainstorm some possible dimensions for evaluation Look at some actual examples of student work to see if you have omitted any important dimensions Refine and consolidate your list of dimensions into categories
Step 2 – Dimensions Safety and comfort Appearance Amount and variety of equipment safety soft surfaces beneath equipment sturdy equipment big kids' equipment separate from little kids' places for parents to sit picnic area good visibility so that parents can see their children at all times drinking fountain some shady areas aesthetically pleasing whether there's graffitiwell maintained cleanliness how attractive how the grass looks how much garbage there is enough garbage canswhether equipment looks good kinds of equipmentenough swingsboth baby swings and regular swings variety of equipmentcolorful equipment equipment for older and younger children slides climbing equipment equipment allows kids to use imagination equipment for disabled children
Step 2 – Dimensions Brainstorm some possible dimensions for evaluation Look at some actual examples of student work to see if you have omitted any important dimensions Refine and consolidate your list of dimensions into categories Write a definition of each of the categories
Step 2 – Dimensions Appearance -whether the playground is clean & attractive Safety & Comfort -whether the equipment and surroundings are safe and comfortable for children and parents. Equipment -whether there is sufficient equipment, the equipment is appropriate for different ages and whether there is equipment that can be used by disable children
Step 3 – Proficiency Develop a proficiency scale for describing the range of products/performances on each of the dimensions (a) Describe in words a product/performance that is outstanding. (b) Describe in words the worst possible product/performance (c) Describe characteristics of products/performances that fall at the intermediate points of the rating scale for each dimension
Step 3 – Proficiency 4 Excellent 3 Good 2 Satisfactory 1 Needs work Scale
Alternatively, instead of a set of rating scales, you may choose to develop a holistic scale or a checklist on which you will record the presence or absence of the attributes of a quality product/performance.
Mark a check next to each item that describes the playground you are rating. _____ soft surface beneath equipment _____ no splinters _____ no sharp edges _____ equipment appears to be sturdy _____ equipment in good repair _____ shade available _____ adequate seating for parents _____ parents have a clear view of children _____ separate areas for younger and older children _____ drinking fountain that works
Try it out Collect examples at all levels Revise Step 4 – Test & Revise
Evaluating Rubrics Does it match the outcomes being measured? Does it match instruction? Are the proficiency levels well defined? Are the objectives clear so that students know what to do? Is it reliable?
Evaluating Rubrics Is it developmentally appropriate? Is it free from bias? Is it practical to use? Can students and parents understand it?
Credits The Advantages of Rubrics: Part one in a five-part series. Teachervision.com. 21 June 2002.http://www.teachervision.com/lesson-plans/lesson html#what_is_a_rubric Evaluating Rubrics. Chicago Public Schools. 21 June _Scoring/Eval_Rubrics/eval_rubrics.html Ferguson, Donna. Rubrics. University of Northern Colorado. 21 June 2002.http://www.coe.unco.edu/DonnaFerguson/Rubrics.ppt How to create a rubric from scratch. Chicago Public Schools. 21 June 2002.http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Creat e_Rubric/create_rubric.html