RUBRICS Why use them?. FEEDBACK John Hattie identifies improving feedback as one of the most effective strategies for improving the learning experience.

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Presentation transcript:

RUBRICS Why use them?

FEEDBACK John Hattie identifies improving feedback as one of the most effective strategies for improving the learning experience for young people. The Feedback Process is really about helping students map their progress from the introduction of an idea or skill, to independent mastery. To do this, we must be very clear about what precisely is this mastery goal.

FEEDBACK CONTINUED… One highly effective way to establish learning goals is have a learning intention for each lesson. Learning Intentions should be linked to Success Criteria (What I’m looking for?) should be able to do list Success Criteria make it clear what students should be able to do at the end of the lesson/unit that they might not have been able to before and list the evidence required to establish this goal at appropriate standard. They are very effective tools for helping students see your lesson in terms of learning rather than activity and give themselves a way to measure their own progress. Pearsall, G “Teacher Learning Network PD: Instructional Leadership”

Draw a house It must look great. You must concentrate and try your best.

DRAW A HOUSE… Have a look around at the other house drawings… -What things are similar? -What things are different? -Can you give each house a score? -What made this task hard?

Draw a house with this basic Rubric to guide you. An at standard drawing will include… The house positioned in the middle third of the page. The house will have four windows and they will all be aligned. It will include a straight path to the front door. It will have a fence around the boundary of the property. There will be a chimney. The house will have a garden.

Now have another look around the other house drawings… -What things are similar? -What things are different? -What made this drawing easier then the last? -Can you give this drawing score? DRAW A HOUSE…

DRAW A HOUSE REFLECTION… As the student, the rubric… made the task easier (guided your drawing). made the task less daunting to begin/complete. acts as a guide (guide to success). helped you know where to start. was clear, but still open to interpretation. As a teacher, the rubric… made marking easier. gave an at level guide.

WHAT IS A RUBRIC? A Rubric is a written tool, used to make levels of performance explicit for both teacher and student.

Makes the students clear about what you expect. Acts as a guide to help complete tasks. Eases anxiety Gives them instant feedback about things they are doing well and things they can work on. Justifies the teachers judgements/results- makes the assessment process transparent. WHY USE RUBRICS? Benefits for Students…

WHY USE RUBRICS? Clear assessment goals for units of work. Makes you continuously refer back to the curriculum to ensure the standards and topics are being covered. Allows results to be consistent between teachers and classes. Create an opportunity for moderation. Report results (A-E) are there are ready to go straight away. Future Learning Directives link. See progression throughout the term/year. Benefits for Teachers…

WHY USE RUBRICS? They can see where their child needs to be. Easy to identify areas to work on and areas that their child has accomplished. Gives them clear/easy to read (user friendly language) feedback on their child’s progress. See progression throughout the term/year. Reflects the A-E results in reports Benefits for Parents…

KEY THINGS TO REMEMBER Start by looking at the Australian Curriculum and what is expected. Design the task and rubric from this. Rubrics need to be written in user friendly language (language that the child can understand- mainly for Years 2 and up). Students should receive the Rubric on the first day of the new unit so they know what they are working towards.

KEY THINGS TO REMEMBER The Rubric should focus on the learning and specific skills that are required to display competence. Try to use objective/measureable language- or when using subjective ensure all parties know and agree upon the meaning e.g. rarely 25%, some 50%, most 75%, always 100%. For older year levels, you can design the Rubric criteria with the students- give them the task and ask them to write the ‘at level’ section- builds ownership.

RUBRICS IN YEAR 3