1. The Rubric Game Are You a Fan? LWHS - 2012

2. Get Ready! Sit at the table the corresponds with your UNO card. Fill out a name tag with your first name and your department or subject. Are you a rubric fan? Rate yourself and your use of rubrics using the statements on the chart. Choose the corresponding sticker for your tag.

3. What Type of Fan Are You? ScoreFan TypeRole During Discussions 1-5Spectator – I’m not sure how this applies to my discipline. Catfish: Ask questions! How does that work? When do you use this?... 6-10Season Ticket Holder – Rubrics are useful. Encourager: Keep everyone involved with positive feedback and questions: What do you think? 11-15Side-line Coach – I write rubrics and use them regularly. Note-taker / Reporter: Record the group’s ideas and share them during report-in time.

4. After Today’s Activities: You will be able to: Identify when rubrics are useful grading tools. Explain how rubrics benefit students. Create an objective-based rubric.

5. What is a Rubric? Dictionary.com says: “any established mode of conduct or procedure; protocol

6. What is a Rubric? Grade-oriented definitions: A visually-represented scoring tool A scoring tool that clearly states what students need to do on an assignment to achieve the quality and grade they desire. A scoring tool that explicitly represents the performance expectations for an assignment. It divides the work into component parts and provides clear descriptions of the characteristics of the work.

7. Why Use Rubrics? Rubrics guide student performance and provide grading criteria for Authentic Assessments. Authentic Assessments are assignments in which students must apply knowledge and skills to produce a product or solve a real-world problem.

8. Authentic Assessment vs. Traditional Assignments AuthenticTraditional Performing a task Real-life Construction/Application Student-structured Direct Evidence Selecting a response Contrived Recall/Recognition Teacher-structured Indirect Evidence Muller, J. (2012). Authentic Assessment Toolbox. Retrieved on 10-30-2012 from: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

9. Make a Connection Take turns sharing a personal experience in which you used a rubric either as a teacher or a student. Explain the situation and tell how you think the rubric impacted your performance.

10. Examples http://www.carla.umn.edu/assessment/vac/Eva luation/p_7.htmlhttp://www.carla.umn.edu/assessment/vac/Eva luation/p_7.html http://iteslj.org/Lessons/Litz- StudentDirectedAssessment.htmlhttp://iteslj.org/Lessons/Litz- StudentDirectedAssessment.html

11. Building a Rubric Identify the objectives or standards Select a task. Visualize, outline or create an exemplary product or performance Determine criteria for a quality performance. Consider related skills as well as those addressed in the content objectives. (work ethic, Standard English, etc.) Create the rubric, describing the levels of performance.

12. Imagine a rubric for this task: Students will build a structure using the marshmallows and toothpicks provided.

13. Imagine a rubric for this task: Students will build a three dimensional structure using the marshmallows and toothpicks provided.

14. Imagine a rubric for this task: Students will build a three dimensional structure using all the marshmallows and toothpicks provided.

15. Imagine a rubric for this task: Students will build a three dimensional structure that could function as a container, using all the marshmallows and toothpicks provided.

16. Imagine a rubric for this task: Students will build a three dimensional structure that that is a physical representation of Michelangelo’s David, using all the marshmallows and toothpicks provided.

17. Just Kidding!

18. Practice Work with your group to create a rubric for the task of building something with the marshmallows and toothpicks. Follow the steps outlined. Select three criteria and describe three levels of performance.

19. Sample: CriteriaStrong Performance Average Performance Weak Performance The structure uses all the toothpicks and marshmallows. All the marshmallows and toothpicks are used in the structure. All but 5 of the marshmallows and toothpicks are used in the structure. More than 5 of the marshmallows and toothpicks are unused in the structure.

20. Test Choose someone from your table to act as teacher at another table. This person should take your task description and rubric to that table and explain the task. When finished, take the product and rubric back to your table to “grade” it.

21. Give Feedback Now the “teacher” should return to the “class” table to share the grade and group feedback. Head back to your home table when finished.

22. Reflect Discuss these questions with your group: How well did the rubric communicate the expected product? How did the “students” react to the project description and your feedback? What insights did you gain from this activity?

23. Resources http://www.uwstout.edu/soe/profdev/rubrics.cfm Provides examples of rubrics for a wide range of products and content areas.http://www.uwstout.edu/soe/profdev/rubrics.cfm http://www.uwstout.edu/soe/profdev/rubrics.cfm Provides guidelines for creating and using rubrics as well as samples.http://www.uwstout.edu/soe/profdev/rubrics.cfm http://iteslj.org/Lessons/Litz- StudentDirectedAssessment.html This site has detailed resource related to rubrics, but this like discusses how to create rubrics with students.http://iteslj.org/Lessons/Litz- StudentDirectedAssessment.html

24. Earning Points Plan an Authentic Activity you will assess with a rubric. Complete the activity with your students. Use the reflection sheet to describe the activity and your students reaction to the grading process.