Writing Rubrics & Documenting Student Progress: As Easy as 123 Janice M. Bibik - University of Delaware Karen F. Edwards - University of Delaware Anna E. DeVito - Radford University Elaine Gregory – Roberts Wesleyan College

Background Virginia Health & Physical educators will begin documenting student learning as part of their Annual Performance review in Virginia. University educators are trying to prepare our students to be able to do this Also trying to work with K-12 educators to document student learning in a meaningful way

Objectives Participants will be able to write a physical education specific rubric with or without help from other participants or presenters describe ways to document student learning on a post-test with or without help from other participants or presenters indicate increased comfort with assessment and documenting student learning after participating in this session via a short pre and post questionnaire

Outline Pre-assessment Introduction & Introductions What is a Rubric Why Use a Rubric Types of Rubrics How to build a rubric Practice building Rubrics Use rubrics to document student learning Evaluating your rubric Q & A Post Assessment

Pre-assessment To get your mind thinking about rubrics 3 minutes X marks the spot

What is a rubric

Rubric has been in English since the 1400’s Root of rubric refers to the color red or red earth In 1658, Phillips stated that a rubric is “a noted Sentence of any Book marked with red Letters” ( Oxford English Dictionary) The Catholic Church used the term for the directions for the Mass which were printed in red In law, a rubric is a title for a statute or section of legal code printed in red

All of That Brings Us to a Variety of Definitions in Education!

One of the basic tools telling us what matters best. Wiggins, 1998 A rule or guide by which students’ performance/product is judged. Nails down criteria making it available to schools, teachers, parents, and students and providing clear directions and focus. Schmoker, 2006

Today’s rubrics refer to a category of behavior that can be used to evaluate performance. They create a standard and descriptive statement that illustrates how the standard is to be achieved. Cooper & Gargan 2011

Are Rubrics Important? Rubrics specify what’s needed in order to achieve different levels of performance Rubrics help teachers think carefully, critically about what they are teaching and what students need to learn

Rubrics align the criteria and instructional objective Makes the scoring of performance more accurate and consistent Documents the procedure used in making judgments about student performance Provide teachers and students opportunities for reflection, feedback and continued learning

Types of Rubrics

Checklists Rating Scales Holistic

CHECKLISTS Simple to design –List components that must be present in a product/performance Simple to use –Component is either present or not Can be used by the teacher or a peer No judgment of quality Good for formative assessment

Dribbling Ball While Stationary Name_____________________________ Check ( ) to indicate which of the critical elements are PRESENT. 1.Uses finger pads_____ 2.Hand on top of ball_____ 3.Ball is waist level_____ 4.Head is up/eyes forward_____ 5.Ball is under control_____ Performance Definitions Present – Demonstrated in MORE than half of the student’s attempts in individual skill drill/task Absent – Demonstrated in LESS than half of the student’s attempts in individual skill drill/task

RATING SCALES Can assess specific elements of performance or behavior Must make a judgment about the quality of the criteria 3 or more levels of performance must be identified & defined to adequately describe range of performance Must determine the extent to which element is present

Tennis Forehand Rubric ElementProficiencyUtilizationControl PreparationRacket is consistently drawn early; racket head is high; anticipates & moves to position Racket is occasionally drawn back early; racket head is positioned midlevel; reaction & position to ball is sometimes delayed Racket is not drawn back early; racket head is kept low; reaction & position to ball is late ExecutionWeight shifts forward; swing initiated with sweeping C motion; wrist/arm & racket are one-no bend Inconsistent weight shift & use of C motion; wrist/arm bends occasionally No weight transfer on contact; parallel swing; wrist/arm breaks or bends during swing & contact Follow -throughContinues swing up, across, & back after hit; gets into ready position Continues swing up, yet inconsistent with racket motion across & back; usually gets into ready position after contact Contacts ball & stops swing; does not resume a ready position after hit

HOLISTIC RUBRICS Describes all elements to be present at each level Must make a judgment about the quality of ALL criteria simultaneously 3 or more levels of performance must be identified Criteria are combined into paragraphs Must know subject matter VERY WELL

Tennis Forehand TargetAcceptableUnacceptable Racket is consistently drawn back early. The racket head is high while the student anticipates & moves into position to hit the ball. Body weight shifts forward, swing is initiated with a sweeping C motion & wrist/arm & racket are one-no bend on ball contact. The swing motion continues up, across & back on follow-through. The student gets into a ready position after hitting the ball. The racket is usually drawn back early & held in a semi-high position. The student anticipates & moves into position before hitting the ball most of the time. Body weight shifts forward, the swing demonstrates a C motion, & the wrist/arm & racket remain somewhat firm. The swing motion continues up, & follow-through across & back usually occurs. The student assumes a ready position. The racket is not drawn back early, & the racket head is kept low. The reaction & position to the ball are most often late. Limited or no weight is transferred forward on contact. The swing is parallel while the wrist/arm breaks or bends during swing & contact. The swing stops after ball contact. The student does not resume a ready position after hitting.

How to Build a Rubric for Assessment

HOW TO BUILD A RUBRIC FOR ASSESSMENT

The rubric An assessment tool that describes levels of student achievement on performance tasks The points (scores) of the scale are equidistant on a continuum Descriptors are provided for each level of student performance The highest point indicates exemplary performance When good rubrics are used well, teachers and students receive extensive feedback on the quality of student learning (Boston, 2002).

PRESENTATION (STUDENT) CREATIVE (SLIDES) INFORMATIVE (SLIDES) 15 SLIDES 10 MINUTES REFERENCE LIST Power Point Presentation Rubric 5 Well done, exceptional work 4 Good work, an obvious effort was made 3 Mediocre work, much more effort could have been made 2Poor work, not much effort put into it 1Not worth the effort 0Not done

Work at Teams at your table Or work on your own if you want to!

What do you think is important to assess in the assigned topic? Insert 4 criteria you want to measure here  4321

How are you going to assess those four criteria?

How to use Rubrics to Document Student Learning

Formative Assessment Formative –To assess present level –Give Feedback –Check for understanding

Authentic Assessment –Student demonstrates behavior in real life situations Basketball dribbling during a game rather than in a drill

Portfolio Keep track of student progress –Short term long term Students assess their own accomplishments Determine the extent to which standards have been demonstrated Help parents & child understand their child’s progress Drive instruction

Pre-Test Post Test Measure before Teach Measure after Document change in students

Rubric to Scoring Sheet

Rubric

Checklist to Scoring Sheet

Question & Answers

Rubric Samples and Discussion

Post-Test