Date post: | 17-Dec-2015 |
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WHY FOCUS ON RUBRICS TONIGHT?
• 2014-2015 CURRICULAR GOAL #2 - CLEARLY DEFINE ACADEMIC PROFICIENCY AND MASTERY LEVELS
• USE OF QUANTITATIVE RUBRICS WITH QUALIFYING EXAMPLES FOR PBL, STEAM, MATH AND WRITING ACTIVITIES
• TO INCREASE RIGOR WE HAVE TO CLEARLY DEFINE EXPECTATIONS
WHAT IS A RUBRIC?
• AN EVALUATION TOOL FOR A PROJECT
• FOR TEACHERS
• TO PLAN PROJECTS
• TO COMMUNICATE EXPECTATIONS
• TO MEASURE/GRADE STUDENT WORK
• FOR STUDENTS
• AS A GUIDE TO CREATE QUALITY WORK
• TO SELF ASSESS
California's Regions Brochure Rubric
Excedes Standards ProficientApproaching Standards
Below Standards
4 3 2 1
Components of the Project
All required components are present. Student added additional
relevant components.
All required components are
present.
1 or 2 components are missing or are
incomplete
3 or more components are
missing or incomplete
Written Work
Paragraphs are authentic,
complete and on topic. Details
provide accurate information and
use are presented with an engaging
voice. Few or no spelling and grammatical
errors.
Paragraphs are authentic,
complete and on topic. Details
provide accurate information.
4 or more spelling or grammatical
errors, but they do not interfere with understanding.
Paragraphs are on topic but may be
incomplete. Some details may be
inaccurate.4 or more spelling
or grammatical errors that may interfere with
understanding.
Paragraphs are incomplete, off
topic, or may not be authentic. Details may be
inaccurate.Several spelling or grammatical errors that interfere with
understanding.
Design / Presentatio
n
Brochure uses engaging color,
images, and flowing layout.
Work is very precise.
Brochure uses color, images, and
flowing layout. Work is neat.
Brochure uses some images and color. Layout may
be difficult to follow. Some areas may not be precise.
Little or no use of color or images.
Layout is difficult to follow. Work lacks
precision.
WHY USE A RUBRIC?
• CLEARLY DEFINES EXPECTATIONS
• KEEPS GRADING FAIR
• HELPS STUDENTS SET GOALS AND SELF ASSESS
• PROVIDES CLEAR FEEDBACK FOR GROWTH
8 ESSENTIALS OF AN AEA RUBRIC
1. QUANTITATIVE – REQUIREMENTS ARE MEASURABLE VS. SUBJECTIVE
2. AUTHENTIC – UNIQUE FOR EACH PROJECT
3. ALIGNED WITH STANDARDS
4. USES STUDENT FOCUSED LANGUAGE – THE STUDENT SHOULD BE ABLE TO UNDERSTAND IT
5. MINIMAL BUT EXPLICIT – WELL WRITTEN RUBRICS ARE SHORT YET CLEAR
6. DEFINES PROFICIENCY AND MASTERY – CLEARLY DEFINES DIFFERENT LEVELS OF QUALITY
7. REFERENCES ARTIFACTS AND REGALIA – EXAMPLES HELP STUDENTS VISUALIZE THE LANGUAGE
8. ACCESSIBLE BEFORE AND AFTER ASSIGNMENT – STUDENTS SHOULD BE ABLE TO USE IT AS A GUIDE FROM START TO FINISH. IT ALLOWS THEM TO SELF ASSESS THROUGHOUT THE ENTIRE PROCESS.
HOW ARE RUBRICS DEVELOPED?
• TEACHER STARTS WITH THE STATE’S EDUCATION STANDARDS
• TEACHER DESIGNS A PROJECT OR ASSIGNMENT
• TEACHER OR STUDENTS DEVELOP A RUBRIC USING AEA’S 8 ESSENTIALS OF A RUBRIC
• TEACHER AND STUDENTS USE THE RUBRIC
• TEACHER AND STUDENTS REVIEW THE RUBRIC FOR EFFECTIVENESS
HOW TO USE A RUBRIC TO ASSESS
• START BY UNDERSTANDING THE ASSIGNMENT
• REVIEW THE RUBRIC STARTING WITH THE “PROFICIENT” LEVEL
• COMPARE “PROFICIENT” TO OTHER LEVELS
• REVIEW STUDENT WORK SAMPLES
• IDENTIFY WHICH PERFORMANCE RATING MOST CLOSELY MATCHES THE STUDENT’S WORK