If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
Creating Meaningful Rubrics that Assess Student Learning
NH Science Teachers Association Fall Conference, 2011 Monday, October 24
NH Science Teachers Association Spring Conference, 2012 Monday, March 12
NH Science Teachers Association Fall Conference, 2014 Monday, November 3
Chester Academy Teachers Workshop, Thursday, February 2, 2017
NH Science Teachers Association Fall Conference, 2017 Monday, October 16
Description
Rubrics have been in use for many years now. But just how effective are they in helping both you and your students understand what was learned. In order to be meaningful, for both teachers and students, rubrics have to be more than just scoring tools that list criteria for a piece of work that will count for the grade. They have to be developed in such a way that they measure learning appropriately, and that they are independent of any subjectivity the scorer may bring. In this workshop, you will explore the components of rubrics and how they are used to develop meaningful assessments. You will consider both summative and formative rubrics. You will collaborate with other teachers to clearly identify the goals and objectives of a student product and be able to assess those products for learning. A backward design approach will be used to develop a process you can use to develop meaningful rubrics that engage students in their assessment process. You are encouraged to bring a laptop with wireless connectivity to access online resources, but it is not a requirement for participation.
What the teacher/assessor needs to see the student demonstrate in order to believe that the student learned the standard. These are the Learning or Behavioral Objectives which students need to demonstrate..
Quality is written into the measurement scale. Much language is repeated. There can be confusion if a criterion has multiple elements.This rubric appears more Summative.
A Rubric for Judging Your Rubric
Criteria
Beginning
Developing
Accomplished
Exemplary
Statement of Purpose. Purpose is clearly stated
Purpose is not clearly stated.
Purpose is somewhat clearly stated.
Purpose is mostly clearly stated.
Purpose is very clearly stated.
Criteria.
observable and measurable
reflect important and essential elements
distinct from other criteria
clear and unambiguous language.
Few of the criteria are observable and measurable; few reflect the most important and essential elements of the task; few are written with clear and unambiguous language.
Some of the criteria are observable and measurable; some reflect the most important and essential elements of the task; some are written with clear and unambiguous language.
Most of the criteria are observable and measurable; most reflect the most important and essential elements of the task; most are written with clear and unambiguous language.
All of the criteria are observable and measurable; all reflect the most important and essential elements of the task; all are written with clear and unambiguous language.
Rating Scale. The number of items reflects purpose of assessment.
The number of rating points does not reflect the purpose of the assessment.
The number of rating points somewhat reflects the purpose of the assessment.
The number of rating points mostly reflects the purpose of the assessment.
The number of rating points clearly reflects the purpose of the assessment.
Performance Descriptors.
observable and measurable
use parallel language across the scale
indicate amount, frequency or intensity
Few of the performance descriptors are observable and measurable; few use parallel language across the scale; few indicate amount, frequency or intensity.
Some of the performance descriptors are observable and measurable; some use parallel language across the scale; some indicate amount, frequency or intensity.
Most of the performance descriptors are observable and measurable; most use parallel language across the scale; most indicate amount, frequency or intensity.
All of the performance descriptors are observable and measurable; all use parallel language across the scale; all indicate amount, frequency or intensity.
Reliability.
inter-rater reliability (consistent scoring among multiple graders)
intra-rater reliability (consistent scores with the same grader over time)
Rubric does not provide inter-rater or intra-rater reliability.
Rubric provides some inter-rater and intra-rater reliability.
Rubric mostly provides inter-rater and intra-rater reliability.
Rubric provides strong inter-rater and intra-rater reliability.
Validity.
content validity (skills measured represent the skills in the broader domain area)
construct validity (criteria reflect the knowledge and skills you are attempting to measure)
criterion validity (rubric score is similar to a score given in a real-world context)
face validity (rubric appears to be valid to its users)
Rubric does not provide content, construct, criterion, or face validity.
Rubric provides some content, construct, criterion, and face validity.
Rubric mostly provides content, construct, criterion, and face validity.
Rubric provides strong content, construct, criterion, and face validity.
In the alteration of the above rubric, quality is written into the criteria and the scale determines the degree of quality.This rubric appears more Formative.
A Rubric for Judging Your Rubric
Criteria
Beginning
Developing
Accomplished
Exemplary
Statement of Purpose.
Purpose is very clearly stated
never
sometimes
mostly
always
Criteria.
All of the criteria provided in the rubric:
are observable and measurable
reflect important and essential elements
are distinct from other criteria
are written in clear and unambiguous language.
few of these are present
some of these are present
most of these are present
all of these are present
Rating Scale. The number of items clearly reflects the purpose of assessment.
not present
somewhat
often
always
Performance Descriptors.
observable and measurable
use parallel language across the scale
indicate amount, frequency or intensity
Few of the performance descriptors are observable and measurable; few use parallel language across the scale; few indicate amount, frequency or intensity.
Some of the performance descriptors are observable and measurable; some use parallel language across the scale; some indicate amount, frequency or intensity.
Most of the performance descriptors are observable and measurable; most use parallel language across the scale; most indicate amount, frequency or intensity.
All of the performance descriptors are observable and measurable; all use parallel language across the scale; all indicate amount, frequency or intensity.
Reliability.
inter-rater reliability (consistent scoring among multiple graders)
intra-rater reliability (consistent scores with the same grader over time)
Rubric does not provide inter-rater or intra-rater reliability.
Rubric provides some inter-rater and intra-rater reliability.
Rubric mostly provides inter-rater and intra-rater reliability.
Rubric provides strong inter-rater and intra-rater reliability.
Validity.
content validity (skills measured represent the skills in the broader domain area)
construct validity (criteria reflect the knowledge and skills you are attempting to measure)
criterion validity (rubric score is similar to a score given in a real-world context)
face validity (rubric appears to be valid to its users)
Rubric does not provide content, construct, criterion, or face validity.
Rubric provides some content, construct, criterion, and face validity.
Rubric mostly provides content, construct, criterion, and face validity.
Rubric provides strong content, construct, criterion, and face validity.
Congratulations!
Past Presentations
View the presentation in VoiceThread to enlarge. Creating Rubrics
NHEON.org is developed and maintained by the New Hampshire Educational Technology. #NHEdTech is a staff of one at the New Hampshire Department of Education. NHEON.org is an educator's resource for digital literacy, technology integration, curriculum planning, and professional development.
Comments (0)
You don't have permission to comment on this page.