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8/6/2019 Rubrics Workshop
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Creating Dynamic
Rubrics
8/6/2019 Rubrics Workshop
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Creating Dynamic Rubrics
Objectives: Discuss how to write standards-based rubrics
Identify strategies for teaching students to userubrics to guide their work
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Need to Knows?
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Overview
Rubric should assess the Final Product of theProject.
Assess smaller assignments within the project byusing other means.
Rubric should be given early in the project.Rubric should be connected to standards, so that
strong performance on final product correspondsto student mastery of standards.
8/6/2019 Rubrics Workshop
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4 Steps to Creating Your Assessment
1. Identify the standards and objectivesstudents will learn in the project
2. Align the final productof the project to
the standards3. Identify the criteria for the final product4. Write the rubric
1. Identify the standards and objectivesstudents will learn in the project
2. Align the final productof the project to
the standards3. Identify the criteria for the final product4. Write the rubric
8/6/2019 Rubrics Workshop
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1. Identifying Standards You Will Assess
How much time you will spend on eachstandard for this course? (curriculum
mapping guide) What standards will you include?Example :
6. Stability in an ecosystem is a balance between competing effects.
a. Students know bio diversity is the sum total of different kinds oforganisms and is affected by alterations of habitats.
How much time you will spend on eachstandard for this course? (curriculum
mapping guide) What standards will you include?Example :
6. Stability in an ecosystem is a balance between competing effects.
a. Students know bio diversity is the sum total of different kinds oforganisms and is affected by alterations of habitats.
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2. Align the Final Product with the Standard
Standard WHO might need tohave this knowledge? WHY might they need thisinformation? What might this person DOwith this knowledge?SAMPLE:
Analyze the effects of the
Industrial Revolution on
England, the United States,
Japan, etc.
-Environmentalist To identify the effects of industrialismon a developing nation
Create ways to prevent the negative
effects of industrialism, share with
government or people these effects
- Economist To make current market predictions
according to previous trends
Share the information with stockholders
or businessmen looking to do business
in industrializing nations
- Politician To make political arguments for oragainst international tariffs or ethicallabor laws
Create a bill or modify voting, work ona committee or push an issue with other
politicians
SAMPLE:
Organisms have a variety of
mechanisms to combat disease (human
immune response).
- Doctor To diagnose patients and share
information with patients about their
diseases
Inform patients or share knowledge
with other doctors
- Drug company, marketing
department
To understand how their product can
effect people
Explain to doctors or clinics how this
drug can help patients in a pamphlet
or other written work (drug rep could
verbally share this information with
potential clients as well)
- Center for Infectious diseases,
military specialist, or other
government representative
To understand what the potential
dangers are of disease on the health of
the nation
Create an information packet or
pamphlet about dangers of germ
warfare or other publication
YOUR STANDARD HERE:
Standard
Student role Scenario Product
8/6/2019 Rubrics Workshop
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3. Identify the Criteria for the Project3. Identify the Criteria for the Project
DO the project yourself (or at least walk through thesteps of the project)
Visualize what the students will need to complete Decide what is most important in the project vs. busy
work
Determine what sources are available and needed for thisproject
Look at your sample and create a list of essentials thatmust be included to meet the standards and the drivingquestion of your project (higher order thinking is reflectedin final product)
DO the project yourself (or at least walk through thesteps of the project)
Visualize what the students will need to complete Decide what is most important in the project vs. busy
work
Determine what sources are available and needed for thisproject
Look at your sample and create a list of essentials thatmust be included to meet the standards and the drivingquestion of your project (higher order thinking is reflectedin final product)
8/6/2019 Rubrics Workshop
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4. Turning the Criteria Into Your Rubric
Start with the proficient section and list theitems from your essentials list
Proficient
Narrative includes a overall thesis about the uniqueness ofthe student interviewed Narrative includes information in a logical, sequential order Information included has clear significance and/orrelevance to the thesis Incidents mentioned have clear description of setting
Narrative includes sensory detail and feelings of theinterviewee.
8/6/2019 Rubrics Workshop
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Writing the rubric
Write More Objective Statements(that move away from these kinds of statements, which are too vague and/or subjective)Graphics are displayed Creatively
Writing is enthusiastic and written in a fluidmanner
Introduction uses an engaging strategy
Description goes ABOVEAND BEYOND in itsdescription of the history of the event
Description includes many relevant facts ordetails.
8/6/2019 Rubrics Workshop
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HigherOrder Thinking in Your Rubric
New Technology NetworkRubric Rhetoric- Cheat Sheet
Rubrics are often one of the most difficult components to create when developing a Project Based Learning Unit. This Cheat Sheetprovides lists of action verbs that you can use to help guide you as you write your next rubric . The verbs are based on BloomsTaxonomyand lend themselves to ideas of how students can demonstrate proficiency in key processes of learning .
CRITERIAUNSATISFACTORY
(Below Performance S tandards)PROFICIENT(Minimal Criteria)
ADVANCED(Demonstrates Exceptional Performance)
Students
ListTellDefineLocateRecognizeExplainIllustrateDescribeSummarizeInterpretExpandConvert
Students
DemonstrateApplyUseConstructFind SolutionsCollect InformationPerformSolveChoose Appropriate ProceduresDebateDifferentiateGeneralizeConcludeOrganizeDetermineDistinguish
In addition to meeting the PROFICIENT criteria
Students
CreateDesignPlanProduceCompileDevelopInventCompareDecideEvaluateConclude
ContrastDevelopCriteria
AssessAppraise
Description
(%)
0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25
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Getting Students to USE the Rubric
At first, the Students wont read the rubric unless you support them
Ideas on getting the students to use the rubric:
Journal Prompts:In the Proficient column of the Science content rubric for this project what does it meanwhen it says ___________________.
The rubric for this project required you to describe the history of the event, thedemography of the area, and the physical geography of the environment.Which of thesehave you currently completed? In the space below summarize each of the three in 1-2sentences each.
Read through the rubric: Describe three things that you have to do in order to receive aB in the Math Content.
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How can I get the students use the rubric to guide their work?
Reference the Rubric throughoutthe project
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How can I get the students use the rubric to guide their work?
Peer Editing
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Final Thoughts
Crafting an effective rubric Focus on the standards being assessed
Be specific, using objective language whenpossible
Make sure there isnt one right answer or rightway for students to address each requirement
If something isnt on the rubric, it will not beassessed
What other rubric-writing strategies have beeneffective in your teaching experience?
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Next steps
Work with your team teacher or another thoughtpartner to create your list of essentials thatwill be placed into your project rubric