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Denise White Office of Instruction WVDE. Culminating performance assessment tasks and projects? Tests and quizzes that include constructed-response.

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Presentation on theme: "Denise White Office of Instruction WVDE. Culminating performance assessment tasks and projects? Tests and quizzes that include constructed-response."— Presentation transcript:

1 Denise White Office of Instruction WVDE

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3 Culminating performance assessment tasks and projects? Tests and quizzes that include constructed-response items? Reflective assessments (reflective journals, think logs, peer response groups, interviews)? Academic prompts with a FAT-P (audience, format, topic, purpose) clearly stated?

4 A rubric is one authentic assessment tool which is designed to simulate real life activity where students are engaged in solving real-life problems.

5 A rubric is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.

6 When a rubric is well-defined, learners know exactly what is expected of them and how they can achieve the top grade.

7 A rubric is a scoring guide that enables the teacher to make reliable judgments about student work and allows students to self- assess.

8 is based on a continuum of performance quality, built upon a scale of different possible score points to be assigned identifies the key traits or dimensions to be examined and assessed provides key features of performance for each level of scoring (descriptors) which signify the degree to which the criteria have been met

9 Validity requires that all of these elements be aligned: The understandings/learning goals/power standards Performance objectives (Know-Do) Driving question Performance Task(s) Student products/performances Assessment criteria

10 1. Make a list of the things you want students to accomplish as a result of your instruction. 2. Decide what type of rubric you want to use.

11 Criterion-based Performance Lists Holistic Rubrics Analytic Trait Rubrics

12 List the criteria, elements, or traits of a performance May have point values assigned to each item on the list Do not contain a detailed description of the performance levels May be judged using Yes or No

13 You are a restaurant critic who has been assigned the task of evaluating your waitperson. With a partner (or as a group) design a checklist of qualities upon which you would judge a waitpersons performance.

14 YesNo Promptly greets patron Attentive to patrons needs Courteous Friendly, but not overly so Delivers the food while still hot Gets the order right Calculates the check correctly

15 Provides an overall impression of a students work Yields a single score for a product or performance Is well-suited to judging simple products or performances Does not provide a detailed analysis of the strengths and weaknesses

16 The editor of the restaurant magazine is not satisfied with the checklist and has asked for you to create a holistic rubric with which to give the waitperson a score from 3 to 1. Take the criterion-based performance checklist and use it to help you determine the levels in your holistic rubric.

17 3 The waitperson greets patrons promptly, and is courteous and friendly, but not overly so. He/she takes the order accurately and serves the food while it is still hot. He/she is attentive to the patrons needs and calculates the bill correctly. 2 The waitperson is not quite as prompt or courteous. He/she may be unfriendly or overly so. He/she may forget minor parts of the patrons order or serve the food slightly cool. He/she neglects the patrons or miscalculates the bill. 1 The waitperson is not prompt. He/she is rude or unconcerned with patrons needs. He/she gets the order wrong or makes the patrons wait. Many mistakes are made in the bill.

18 Divides the product or performance into distinct traits and judges each separately Is better suited to judging complex performances involving several dimensions Provide more specific information or feedback Helps students better understand what quality of work is expected. Is more time-consuming to learn and apply

19 After seeing your evaluation of his wait staff in the magazine, the owner of the restaurant asks you to design an analytic-trait rubric by which he can assess his people. Use the information from your checklist and from your holistic rubric to create this assessment.

20 Greeting 10% Attentiveness 15% Service 60% Billing 15% 3 The waitperson greets patrons promptly. The waitperson is attentive to patrons needs. The waitperson takes the order accurately and serves food promptly. The waitperson calculates the bill accurately. 2 The waitperson lets patrons sit for a few minutes before greeting. The waitperson is somewhat attentive to patrons needs. The waitperson makes a minor mistake in the order or does not serve food promptly. The waitperson makes a minor mistake in the bill. 1 The waitperson lets patrons sit for several minutes before greeting them. The waitperson totally ignores the needs and requests of patrons. The waitperson gets the order wrong or serves the food cold or both. The waitperson completely miscalculates the bill.

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22 Collaboration Rubric 20% 40%

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24 7 th Grade Math Rubric – Graphic Representations

25 This Is My Country! Criterion-Based Performance List Yes No Points Student has chosen a name for their new country. (5 points) Student has identified five requirements for citizenship. (10 points total, 2 points each) Student has justified the reason for each of the five requirements. (10 points total, 2 points each) Student has presented the requirements to a small group of students. (5 points) Total Points /30 Final Grade _________

26 The teacher commits to teaching quality. The teacher commits to assisting the student self-assess. The focus is on each product and/or performance. The labels are removed from students. Specificity appears in all communications. Everyone gives and receives feedback.

27 Identify exactly what you are assessing. Identify the characteristics of what you are assessing. Describe the best work you could expect using these characteristics. This is the top category (4). Describe the worst acceptable work. This is the lowest acceptable (2). Describe unacceptable work. This is the lowest category (1). Develop descriptions of the intermediate work (3).

28 Find a rubric that most closely matches your performance task. Evaluate and adjust to reflect your instruction, language, expectations, content, students Criteria Descriptors Performance levels

29 The rubric that you choose to use must assess what you set out to assess. Align your goals and your assessment for a true picture of what the student can do. Show the rubric to the students BEFORE they start to work on the product or performance.

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