Scoring the Perfect 4.0 – Rubric Development and Use NSCTA Olympics: Training for Change September 26, 2008 Bethany Brunsman & Leslie Lukin, ESU #18

What do we target to measure/monitor learning of essential objectives?

Questions we should ask include… What evidence do we need that students have met our stated purposes? What is an array of ways we can offer students to demonstrate their understanding and skills? What type(s) of assessment can we use that will provide us with this credible evidence?

What is buried within an essential objective and how do we measure performance?

Scoring Student Performances The purpose of scoring is to capture the essence of what a student knows or is able to do and to provide enough description to allow sound instructional decisions.

Scoring Options Checklist – A scoring system that focuses on the presence or absence of a behavior or characteristic. Rating Scale – A scoring system that identifies the frequency with which a behavior occurs (for example – always, usually, seldom). Rubric – A set of specific scoring criteria that describe qualitatively different levels of student performance and allow the assignment of ratings or scores. –Holistic Rubric focuses on performance as a whole. May employ a list of evaluative criteria to arrive at a rating or score. Generally scores/ratings will range from 4 to 6 points/levels. –Analytic Rubric employs a fine-grained, specific point-allocation method. Points are awarded for each factor included in the scoring scheme.

DefinitionDefinition of a Rubric A set of rules. A set of specific scoring guidelines that describe qualitatively different levels of student performance. This allows for assignment of ratings or scores. Brings Outcomes into Focus

Quality Standards for Rubrics Performance criteria must clearly define attributes of the objectives to be evaluated. Rubrics establish precisely defined criteria or guidelines used to judge student work. Criteria must be practical or useful. Can it be used for instruction? Can students use the criteria to assess themselves?

Good Rubrics… allow assessment to be more objective and consistent help teachers or other raters be accurate, unbiased and consistent in scoring clearly show students how their work will be evaluated and what is expected provide useful feedback regarding the effectiveness of the instruction provide ways to make judgments about student performance fair and sound

Good Rubrics... are created by the teacher and/or students assess what students learn-clearly indicating how students can improve provide a single score for overall work and/or examine separate components of the work communicate goals and results to parents and others are tools for growth

Developing a Rubric Examine a range of examples of student work. Establish the criteria to be used in assessing the performance or product. (color use, number of sources, accuracy of content…) Determine the number of levels in the rubric. (beginning, proficient, advanced…) Develop a clear description for each level. Practice using the rubric. Revise the rubric as necessary.

Rubric Development Exercise

Directions Choose a skill from a class you teach. Discuss examples of a range of actual student performances of this skill. Brainstorm words that are descriptive of a proficient performance of this skill. Brainstorm words that are descriptive of a performance that is not proficient. Decide how many levels you need to represent the full range of performance. Write down attributes of each additional level.

Rubric Generators free and easy to use, wonderful sitehttp://rubistar.4teachers.org/index.php good site to use, but not quite as good as rubistarhttp:// can find previously made rubrics and can save your rubricshttp://landmark-project.com/classweb/tools/rubric_builder.php This excellent site contains links to scores of example rubrics in a wide range of content areas. (oral presentation rubric) Scholastic Rubric Maker: analytic scoring c.com/homepagebuilder/rubric.htm c.com/homepagebuilder/rubric.htm Description of Rubric levels