1. Designing Rubrics with the Three Categories of Knowledge

2. Designing Rubrics with the Three Categories of Knowledge

3. Types of Rubrics
Holistic: provides overall impression of elements of quality and performance levels in a student’s work
Analytic: indicates student’s performance on two or more separate elements of quality (i.e., rubric designed for each criterion).

4. Effective Rubrics Include:
Anchors – purpose?
Specific criteria for teachers
Specific criteria for students
Consider novice vs. expert understanding
Pp. 167 & 172.
Rubrics are not designed for skill development but for judging performance and insight related to understanding of ideas and meaning. Pp. 168 – 169.

5. Characteristics of Effective Rubrics
Designed to relate specific task
requirements to more general performance goals
Discriminates among different degrees of understanding or proficiency – p. 170
Do not combine independent criteria in one rubric
Are based on analysis of many specific work samples, using widest possible range

6. Effective Rubrics cont’d
Rely on descriptive language as opposed to relying heavily on mere comparatives or value language – p. 171
Lowest scores describe how novice or ineffective performance appears – are constructively critical.
Highlight the judging of performance’s
impact vs. the processes, content used, or good-faith effort.
Ultimately the performance
is about results
Complete numbers 4 and 5 on
worksheet

7. Misconceptions Regarding Rubrics
Validity applies to rubrics, not just to assessment tasks; take care to focus on the most appropriate criteria.
Focus on the purpose of the work –not the content and polish of the work.
Rubrics can only be developed after a specific task has been designed – NOT!
Rubrics are finalized prior to using it – NOT!
Scoring what is easiest to score, not what is essential. More is not always better.

8. Validity
Valid = questioning the appropriateness of the evidence. “As educators, we want to make sure that the specific answers or performance is logically connected to the more general understanding we seek to assess.”
Validity also involves the degree to which we can confidently generalize about what a student knows or can do using a sample of evidence as a basis.

9. Validity Continued
Critically examine performance task by asking the following two questions:
Could a student successfully accomplish the task but lack the desired understanding?
Could a student perform the task poorly but possess understanding?
See example p. 256
By changing the standard or adjusting the assessment, the evidence can be made more less appropriate.

10. Wrapping It Up Helpful websites: What are you wondering?
multimedia rubrics
What are you wondering?
Complete Pp. 63 – 65 in M&W
using your unit of interest.