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Developing Rubrics for Performance-Based Assessment

Developing Rubrics forDeveloping Rubrics forPerformance-BasedPerformance-BasedAss essmentAssessmentThe Languages Other Than EnglishThe Languages Other Than EnglishCenter for Educator DevelopmentCenter for Educator DevelopmentAgendaDeveloping Rubrics for Performance-Based AssessmentqReview of Performance-Based Assessment /An Introduction to Rubrics What is a Rubric? Why Use RubricsqRubric Design The Basic Format A Rubric ChecklistqFrom the Rubric to the Grade Book Grades Reflect Achievement Practice Makes perfect !T-1T-2aReprinted with KnowledgeKStudents SkillsSTraditionalTestsPerformance-Based AssessmentWhat they can do with what they knowWhat they knowThe RealWorldOur Understanding of Rubrics - Test what you know.

ßPractice Makes Perfect! T-1. T-2a Reprinted with permission. T-2b ... phrases or single words Message carried only by single words Broad vocabulary; ... Rubric for assessment of oral production (modified oral proficiency interview) Jeanne Mullaney. Community College of …

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Transcription of Developing Rubrics for Performance-Based Assessment

1 Developing Rubrics forDeveloping Rubrics forPerformance-BasedPerformance-BasedAss essmentAssessmentThe Languages Other Than EnglishThe Languages Other Than EnglishCenter for Educator DevelopmentCenter for Educator DevelopmentAgendaDeveloping Rubrics for Performance-Based AssessmentqReview of Performance-Based Assessment /An Introduction to Rubrics What is a Rubric? Why Use RubricsqRubric Design The Basic Format A Rubric ChecklistqFrom the Rubric to the Grade Book Grades Reflect Achievement Practice Makes perfect !T-1T-2aReprinted with KnowledgeKStudents SkillsSTraditionalTestsPerformance-Based AssessmentWhat they can do with what they knowWhat they knowThe RealWorldOur Understanding of Rubrics - Test what you know.

2 True or False? instructional rubric is usually a one or two page document that describes varying levels of quality for aspecific An instructional rubric is usually used with a relatively complex assignment, such as a long-term project, anessay, or a research purposes of an instructional rubric are to give students informative feedback about their work in progressand to give detailed evaluations of their final products or can be created in a variety of forms and levels of complexity, but all have two features in common: a listof criteria and gradations of Rubrics are easy to use and to Rubrics focus the teacher helping to clarify the criteria and expectations in specific Rubrics provide students with more informative feedback about their strengths and areas in needof improvement than traditional forms of Assessment do and allow their learning to become more focused Rubrics are developed when the performance task is developed and may involve both the learnersand the Rubrics support the development of skills and understanding.

3 While providing benchmarks againstwhich to measure and document Rubrics empower learners by involving them in the teaching/learning Rubrics blur the distinction between instruction and Rubrics can reduce the amount of the teacher s paperwork because students area part of the process of Assessment on Andrade, (2000). Using Rubrics to Promote Thinking & Leadership, 57(5), Task _____Criteria: _____ _____ _____ _____QUALITYT-4T-5aReprinted with Special Permission of King Features Syndicate, Use A Rubric?

4 I wish I knewwhat the teacherwants from don t knowif this is longenough?I know I llget an always do!I worked on this fora long time. I hopethe teacher likes it. BR (Before Rubrics ) I am the teacher. I know exactly what to look for in students , I have lots of experience. So I can make the Assessment . I ll decide who does the best based on my experience! Actually, Icould give them grades without even going through the motions ofevaluating their ! The teacherlooks like she ismad at me. That snot a good as!B+C-PeanutsT-5dPEANUTS reprinted by permission of United Feature Syndicate, Effective Rubric:T-5ePerformance-basedCLEAR and CONCISEUsed in Planning and AssessmentUnderstood by Students and TeachersEncourages Students to be SuccessfulTakes the GUESSWORK out of gradingWhy Use A Rubric?

5 I ll go first, Iknow exactlywhat to have allthe is goingto be a if myvisual aid isnot great,I can stillmake a ! I m glad weplanned ahead with therubric. I knew whatwas expected. AR (After Rubrics ) Wow! Using a rubric keeps everyone informed. The grading is so much faster and easier and fair for all students. The students are so prepared they all have a chance to do 1punto 2We the People of the United States,in Order to form a more perfect Union,establish Justice, insure domesticTranquility, provide for the commondefence, promote the general Welfare,and secure the Blessings of Liberty toourselves and our Posterity, do ordainand establish this Constitution forthe United States of up IIBlondieT-6aReprinted with Special Permission of King Features Syndicate, PeachT-6bReprinted with permission of Mell Lazarus and Creators Syndicate.

6 Effectivelycommunicated,appropriateEffec tivelycommunicated,appropriateSome ideas clear, somedifficultiesUnclear, significantdifficultiesNo written sample, noeffortBroad vocabulary;extensive andeffective use ofstudied wordsGenerally accuratewith some errors;adequate use ofstudied wordsErrors in vocabularyinterfere withcommunicationInadequate, repetitiveor incorrectvocabularyNo significant errors,control of grammaticalstructures studiedGenerally accurate; fewsignificant errors inareas studiedSeveral significanterrors in areas studiedConstant patterns oferror in areas studiedAppropriate to task,many supportingdetails; exceeds allrequirementsSufficient for task,adequate supportingdetails; meets allrequirementsLimited, somewhatincomplete; meetsmost requirementsLacking, incomplete;meets fewrequirementsExceeds all levelexpectations; createswith languageMeets all levelexpectationscompletelyMeets most levelexpectationsMinimally meetssome levelexpectations.

7 Overlysimple communication, accuracylevelcomprehensibility vocabulary structurecontentrequirements43210 Rubric for Written WorkRubric for Assessment of writing samples (compositions)Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-8T-98:30 Stand up8 Say Guten Tag!8 Call roll8:31 Begin to collect homework8 Finish collecting homework8:32 Ask students to open books8:32:10 Open book8:32:15 Turn to page 328:32:18 Look upThere is such a thing as being too organized!

8 Message successfullyand accuratelycommunicatedMessage almostentirely communicatedMessage generallycomprehensibleMessage communicatedwith great difficultyNo show, no speech,no effortMessage carried inseries of completesentences whenappropriateMessage carriedmostly by completesentences whenappropriateMessage carriedprimarily by shortphrases or singlewordsMessage carried onlyby single wordsBroad vocabulary;extensive and effectiveuse of studied wordsGenerally accurate withsome errors; adequateuse of studied wordsErrors in vocabularyinterfere withcommunicationInadequate, repetitiveor incorrect vocabularyNo significant errors,control ofgrammaticalstructures studiedGenerally accurate.

9 Few significant errorsin areas significanterrors in patterns oferror in areas studiedSelf correctionincreasescomprehensibilityMost self correctionis successfulSome self correctionis successfulSelf correction rareand unsuccessful accuracycommunication text vocabularystructureself-correction43210 Rubric for SpeakingRubric for Assessment of oral production (modified oral proficiency interview )Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-10 Performance Task _____ = _____ + _____ + _____ + _____ + _____ GradeT-11 QUALITYC riteria: _____ _____ _____ _____ _____You made it!

10 Start HerePerformanceExpectations( Rubrics )What we expectstudents to knowand be able to doPerformanceExpectations( Rubrics )What we expectstudents to knowand be able to doStart HereProgram Goals Communication Cultures Comparisons Connections CommunitiesProgram Goals Communication Cultures Comparisons Connections CommunitiesProgress Checkpoints Novice Intermediate AdvancedProgress Checkpoints Novice Intermediate AdvancedPerformanceAssessment( Rubrics )Wh at studentsdemonstrate theyknow and areable to doPerformanceAssessment( Rubrics )What studentsdemonstrate theyknow and areable to doThe Planning Pathof the Rubric RoadT-15 Points to Progress( Rubrics )Assigning grades inthe grade book basedon performancePoints to Progress( Rubrics )Assigning grades inthe grade book basedon performanc


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