Welcome to the CC-VI/Wakpala

Audio-Web Conference Jan. 15, 2004

Sheryl Beglinger

Follow-Up Survey

• http://www.wcer.wisc.edu/ccvi/survey/wakpala.aspx

What are Rubrics?

A Way of Assessing Skills, Not Content Knowledge

Three key components:

• Criteria– Key attributes of the skill being assessed

• Definitions – Describes the characteristics of each

level of the Criteria• Scoring

Example of Rubrics

• Criteria– Represents key attributes of the skill being

assessed– Guides the teacher in designing lessons

• Definitions– Not too general or not too specific

• Scoring– Should be represented by non-emotional

words

Kindergarten Performance IndicatorsCore Math Standards

Advanced Proficient Basic Algebra • can interpret and

create sets and patterns using symbols and objects.

• model addition and subtraction combinations to solve problems.

• recognize a variety of sets and patterns using symbols and objects

• recognize and explore addition and subtraction combinations to solve problems.

• explore and recognize sets and patterns using objects.

• explore addition and subtraction using concrete objects.

Geometry

• describe and compare plane and solid geometric figures and their positions in the environment.

• observe and sort plane and solid geometric figures based on attributes.

• explore and identify positions of geometric objects in their environment.

• identify plane and solid geometric figures based on attributes

Criteria Definitions Scoring

5th Grade Performance IndicatorsCore Math Standards

Advanced Proficient Basic Algebra • will justify using

equivalent algebraic statements.

• will analyze the relationship between graphic representations and numeric variables.

• will construct simple equivalent algebraic statements using inverse operations and order of operations.

• will use the four basic operations to solve open sentences.

• Will solve simple algebraic statements involving whole numbers.

Geometry • will use properties of polygons to solve problems.

• will analyze changes in spatial orientation of 3-dimensional geometric objects and explain the transformation process.

• will know properties of regular polygons.

• will illustrate bilateral and rotational symmetry.

• will identify basic geometric shapes in various spatial positions.

Criteria Definitions Scoring

High School Performance IndicatorsCore Math Standards

Advanced Proficient Basic Algebra • will simplify

polynomial expressions using the distributive property

• solve for real roots of quadratic equations

• interpret solutions of systems of equations

• will write and solve algebraic statements that represent problem situations

• will simplify binomial expressions using the distributive property

• solve for rational roots of quadratic equations

• determine equations of lines

• will determine solutions to systems of equations with two variables

• will write algebraic statements to represent problem situations

• will recognize the distributive property

• solve for whole number roots of quadratic equations

• recognize the point of intersection from the graphs of two lines

• will match algebraic statements to problem situations

Geometry • will derive formulas to solve problems involving common geometric figures

• use congruence and similarity of triangles to solve practical proportion problems

• use transformations to map images of objects

• will solve problems involving common geometric figures

• use congruence and similarity of triangles to determine corresponding lengths and angle measures

• use proportions to solve practical problems

• explain a simple transformation

• will use formulas to calculate perimeter, area, and volume of simple geometric figures

• identify congruent and similar triangles

• solve proportions

Criteria Definitions Scoring

Cooperative Learning

Need to work on this Successful Outstanding Getting Started Noisy. Moved too slowly.

Didn’t know where to go or interfered with other groups. Did not bring necessary materials.

Moved into group reasonably well, ready to get to work. May have had necessary materials. Needed a reminder or two from the teacher.

Moved efficiently and quietly into group, ready to work. Had all necessary materials.

Being Considerate Noisy. Failed to take turns. Failed to listen. Hurt feelings of others in group. Argued or interfered with other groups.

Worked reasonably well together. May have needed a reminder or two from the teacher.

Worked quietly together. Took turns. Listened to each other’s ideas. Supported and helped each other. Together, asked for help from teacher as appropriate.

Doing Assignment Off task. Wasted time. Argued. Unable to work out problems without lots of teacher intervention. Unable to decide who needs to do what. Failed to share workload or failed to meet deadlines.

Stayed on task most of the time. Everyone did his fair share. Finished on time. May have needed a reminder or two from the teacher.

Stayed focused. Everyone worked well together to accomplish assignment goals.

Quality of Work Work done in a rush. Failed to follow directions for assignment.

Work done carefully. Followed directions of the assignment.

Extra work put into assignment. Creative thought evident.

Individual Role Failed to work well with group. Failed to pull fair load, or interfered with other groups.

Worked reasonably well with group. Did fair share of work. May have needed a reminder or two from the teacher.

Worked well with group. Did fair share of work and helped other in the group be successful.

Criteria Definitions Scoring

Springfield Public Schools Gr. 2 – 3 Math Rubric

• http://www.springfield.k12.il.us/resources/math/Assessment/rubricgr2-3mathscoring.pdf

Springfield Public Schools Gr. 4 – 5 Math Rubric

• http://www.springfield.k12.il.us/resources/math/Assessment/rubricgr4-5mathscorin.pdf

Springfield Public Schools Gr. 6-12 Social Studies Rubric

• http://www.springfield.k12.il.us/resources/612social/socstudiesRubric.pdf

When and Why Do You Use Rubrics?

Rubrics• Measure the skills needed to complete a

project/activity• Make teacher’s expectations very clear to

students and parents• Give students informative feedback about their

work in progress• Requires teachers to think about “What do I

really want my students to be able to do? What is the most important ideas/skills in this unit?How good is good enough?”

How Do You Develop a Rubric

Developing the Criteria• Use anonymous examples of good and

poor work on a previous assignment and discuss with students what made one assignment better than the other

• Make sure the criteria are skills you plan on teaching or have taught

How Do You Develop a RubricDeveloping the Definitions• Cannot be too general and thus difficult to judge

if the criteria is being met – Student did an examplary job in describing the setting– The setting is described through vivid sensory

language. • Articulate levels of quality by using precise,

descriptive language– Yes, Yes But, No But, No

• The descriptors may change as students work with rubrics and their products improve

How Do You Develop a Rubric

Developing the Scoring Levels• Use an even number of levels

– When you have a middle level it is too easy to use that instead of determining if the skill is above average or below

• Choose neutral words for each rating– Attempted, acceptable, admirable, awesome– Lead, bronze, silver, gold– Bobcat, panther, tiger, lion

Online Rubric Makers

• http://rubistar.4teachers.org/index.php

• http://www.teach-nology.com/web_tools/rubrics/

Rubrics Online K – 3

• http://www.springfield.k12.il.us/resources/math/assessment.html

Math Rubrics Online Upper Grades

• http://cte.jhu.edu/techacademy/web/2000/heal/pdf%20files/tessellation_rubric.pdf

• http://www.springfield.k12.il.us/resources/math/assessment.html

Rubrics Online Middle School/High School

• http://www.delanet.com/~mws/prjrubric.html (generic math grade rubric)

• http://www.glade.net/~rfletcher/RubricAlg1.htm (Algebra rubrics)

• http://www.usd305.com/staffdev/hs/english/engrubrics.htm (English, look on left for other subjects)

• http://www.ncsu.edu/midlink/rub.pres.html (oral presentation rubric)

• http://socialstudies.com/c/@8cjPiyzU4VVBU/Pages/article.html?article@posterrubric (collage/poster rubric)

• http://www.ncsu.edu/midlink/rub.pres.html (presentation rubric)

• http://www.ncsu.edu/midlink/rub.mmproj.htm (multi-media project)

More Rubrics Online Middle School/High School

• http://www.catholic-forum.com/churches/cathteach/english_OUTCOMES.htm (English)

• http://www.oswego.org/staff/ccorwin/web/grading_rubrics.htm (English)

• http://cyberkids.ccsd.k12.wy.us/sv/English/ENGLISHDEPT/789rubrics.html (English)

• http://www.springfield.k12.il.us/resources/612social/socstudiesRubric.pdf (English/Social Studies)

• http://shs.westport.k12.ct.us/socst/Rubrics/Rubrics.htm(social studies)

• http://www.sd81.k12.wa.us/Shaw/INFO/social%20studie%20web%20page/ssrubric.htm (social studies)

Developing Task to be Scored

• Engaging – Students will want to do it and will want to do their

best• Authentic

– Resembles “real life” in lower grades– Incorporates complex thinking skills in upper grades

• Clear Directions– If a Criteria is being judged, the Criteria needs to be

addressed in the Directions

Places to Find Tasks K – 3• http://pals.sri.com/pals/tasks/tasksk-4.html

(science)• http://www.exemplars.com/site_map.html

(math/science)• http://illuminations.nctm.org/pages/prek2.html

(math)• http://webquest.org/ (webquests)• http://projects.edtech.sandi.net/grant/teeth/

(example of webquest on teeth) • http://www.k12.wa.us/assessment/toolkits/default

.aspx#EYMathematics

Places to Find Tasks Upper Grades

• http://rubistar.4teachers.org/inspiration/index.shtml?PHPSESSID=e59fbf1757af1195e00612b175ff4961(examples for all subjects)

• http://pals.sri.com/pals/tasks/tasks5-8.html (science)• http://www.exemplars.com/site_map.html (math/science)• http://illuminations.nctm.org/pages/35.html (math)• http://webquest.org/ (webquests)

– http://oncampus.richmond.edu/academics/as/education/projects/webquests/quilts/index.htm (example of webquest on quilts)

Places to Find Tasks Middle School/High School

• http://rubistar.4teachers.org/inspiration/index.shtml?PHPSESSID=e59fbf1757af1195e00612b175ff4961(examples for all subjects)

• http://pals.sri.com/pals/tasks/tasks9-12.html (science)• http://www.exemplars.com/site_map.html (math/science)• http://illuminations.nctm.org/pages/68.html (math)• http://www.figurethis.org/ (math)• http://webquest.org/ (webquests)

– http://www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/kulp/quest.html (example of Social Studies Webquest)

More Information on Rubrics

• http://www.quadro.net/~ecoxon/Reporting/rubrics.htm

• http://www.eyeoneducation.com/Merchant2/merchant.mv?Screen=CTGY&Store_Code=st104&Category_Code=ME

• Questions/Comments???

• Let me know if there is any other topics either school-wide or individual that you would like information on– smbeglinger@wisc.edu

• Please fill out the online evaluation– http://www.wcer.wisc.edu/ccvi/survey/eval_wa

kpala.aspx