1. Taking it to Another Level: Increasing Higher Order Thinking 2007-2008 Session 3 BHCA PROFESSIONAL DEVELOPMENT SERIES

2. Goals for Today Review Depth of Knowledge Homework Discuss and understand rubrics as a tool to assess student work Begin to develop a rubric to utilize in the classroom Review extension activity

3. Rubrics… Encouraging Critical Thinking Skills and Unique Student Products

4. Where are you now?  Do you use rubrics to assess student work? If so, how?  What do you already know about rubrics?  What are some things you want to learn about using rubrics to assess student work?

5. WHY RUBRICS? Rubrics create a vision for specifying levels of quality in a desired objective –Lowest to highest and somewhere in- between Helps make an essentially subjective evaluation as clear, concise and defensible as possible –Explicitly defined levels of action- oriented criteria by either another party or through self-assessment

6. How to Develop a Rubric Define the learning outcome or objective Work backwards to define possible criteria Range from highest performance to lowest Each level should be directly observable Scores either numerical or qualitative are assigned Share with the students the accountable standards

7. Identify Learning Outcome: Retell a story Rubric Title: Comprehension Retelling Scale Level 1 Scale Level 2 Scale Level 3 Dimension 1 Dimension 2 Dimension 3 Dimension 4

8. Keys to Comprehension Tells the key details and events Has story elements in good sequence Work backwards to define possible criteria

9. Keys to Comprehension: Very little comprehension Some Comprehension Good Comprehension Excellent Comprehension Tells the key details and events Has story elements in good sequence Range from highest performance to lowest

10. Keys to Comprehension: Very little comprehension Some Comprehension Good Comprehension Excellent Comprehension Tells the key details and events 1 Tells very few 2 Tells some 3 Tells many 4 Tells most Has story elements in good sequence Scores either numerical or qualitative are assigned

11. Think about the kind of assessments of student learning you are or will be doing. Identify one assignment for which you could use a scoring rubric. Develop your rubric as a grade level, then use the rubric as an assessment tool for student work within the next two weeks. Bring in the rubric and student work samples on November 6, 2007. Extension Activity