Today’s AgendaToday’s Agenda

Define rubrics.Define rubrics. Understand how and when rubrics are Understand how and when rubrics are

used.used. Understand advantages of rubrics.Understand advantages of rubrics. Write a rubric.Write a rubric. Distinguish a variety of rubrics.Distinguish a variety of rubrics. Evaluate student samples using a rubric.Evaluate student samples using a rubric. Identify strategies for using rubrics in the Identify strategies for using rubrics in the

classroom.classroom.

What is a rubric?What is a rubric?

Group activityGroup activity You go to a restaurant, are served, You go to a restaurant, are served,

and go to pay the bill. How much of and go to pay the bill. How much of a tip do you leave? a tip do you leave?

Identify characteristics of waitperson Identify characteristics of waitperson who earns 10%, 15%, 20%.who earns 10%, 15%, 20%.

Write on chart paper and post (15 Write on chart paper and post (15 minutes). minutes).

How are rubrics used?How are rubrics used?

• To assess student performanceTo assess student performance• To show students what is expected of To show students what is expected of

themthem• To instructTo instruct• To give students a model/guide against To give students a model/guide against

which they can assess their own work which they can assess their own work and set goals for progressand set goals for progress

• To evaluate students against real world To evaluate students against real world standardsstandards

How are rubrics used?How are rubrics used?

To provide an objective To provide an objective measurement system for ‘soft measurement system for ‘soft skills’ and other work perceived skills’ and other work perceived to be subjective, such as writing to be subjective, such as writing and personal skillsand personal skills

To model how the real world To model how the real world works—i.e., performance works—i.e., performance evaluationsevaluations

Using RubricsUsing Rubrics

Publish—and post—rubrics.Publish—and post—rubrics.

Involve students in designing rubrics.Involve students in designing rubrics.

Ask students to evaluate their work Ask students to evaluate their work against rubrics and identify what against rubrics and identify what they need to improve. they need to improve.

Using RubricsUsing Rubrics

Whining rubricWhining rubric Care planCare plan Writing rubricWriting rubric

Designing RubricsDesigning Rubrics

Identify aspects of performance and Identify aspects of performance and what the performance looks like at what the performance looks like at each level.each level.

Describe what the student does or Describe what the student does or what the product looks like.what the product looks like.

Resources for Developing Rubrics:Resources for Developing Rubrics: Students!Students! Websites:Websites:www.ncsu.edu/midlink/ho.html www.ncsu.edu/midlink/ho.html Information on rubricsInformation on rubrics

http://intranet.cps.k12.il.us/assessments/http://intranet.cps.k12.il.us/assessments/ Performance assessment strategies, ideas, Performance assessment strategies, ideas,

and informationand information

www.landmark-project.com/ www.landmark-project.com/ classweb/tools/rubric_builder.phpclassweb/tools/rubric_builder.php

A great site for designing rubricsA great site for designing rubrics

ResourcesResources http://www.ncwiseowl.org/webquest/http://www.ncwiseowl.org/webquest/

spider/Rubrics.html spider/Rubrics.html Rubric development resource siteRubric development resource site

http://rubistar.4teachers.org http://rubistar.4teachers.org Rubric templates for educatorsRubric templates for educators

http://school.discovery.com/http://school.discovery.com/schrockguide/assess.html schrockguide/assess.html

Makes rubricsMakes rubrics

California Career Technical Education Model Curriculum Standards

11 Foundation Standards uniform in all industry sectors mastery needed for success in all

careers reflect SCANS and Career Prep

Standards

California Career Technical Education Foundation Curriculum Standards

1.0 Academics

2.0 Communication

3.0 Career Planning and Management

4.0 Technology

5.0 Problem Solving and Critical Thinking

6.0 Health and Safety

California Career Technical Education Foundation Curriculum Standards

7.0 Responsibility and Flexibility

8.0 Ethics and Legal Responsibilities

9.0 Leadership and Teamwork

10.0 Technical Knowledge and Skills

11.0 Demonstration and Application

Assessing Foundation StandardsAssessing Foundation Standards

CommunicationCommunication Problem solving/critical thinkingProblem solving/critical thinking SafetySafety Responsibility and Flexibility Ethics and Legal Responsibilities Leadership and Teamwork

Using Performance EvaluationsUsing Performance Evaluations

Use at least twice quarterly for Use at least twice quarterly for feedback and behavior modification.feedback and behavior modification.

Ask students to evaluate themselves Ask students to evaluate themselves and identify areas for improvement and identify areas for improvement (goal-setting).(goal-setting).

Then ‘conference’ with student—just Then ‘conference’ with student—just a few each week.a few each week.

Using Performance EvaluationsUsing Performance Evaluations

Give positive feedback, followed by Give positive feedback, followed by three area of focus for next three area of focus for next evaluation.evaluation.

Give student a copy.Give student a copy.

Shake hands.Shake hands.

Scoring MethodsScoring Methods25 items are scored on a scale of 1-4—4 being 25 items are scored on a scale of 1-4—4 being

‘very successful’ and 1 ‘not yet successful.’‘very successful’ and 1 ‘not yet successful.’

Scoring method 1Scoring method 1: : Add the numbers & Add the numbers & divide by 25 to get an average. divide by 25 to get an average. • 4 =A4 =A• 3.6-3.9 =A-3.6-3.9 =A-• 3.1-3.5 = B+3.1-3.5 = B+• 3.0 = B3.0 = B• 2.6-2.9=B-2.6-2.9=B-• 2.1-2.5=C+2.1-2.5=C+• 2=C2=C• 1.6-1.9=C-1.6-1.9=C-• Less than that= DLess than that= D

Scoring MethodsScoring Methods

Scoring method #2Scoring method #2

Simply total the items.Simply total the items. A to A- range=88-100A to A- range=88-100 B- to B+ range=65-87B- to B+ range=65-87 C+ to C- range =40-64C+ to C- range =40-64

Using Performance Evaluations as Using Performance Evaluations as Part of Students’ GradesPart of Students’ Grades

What if…What if… 1/3 grade consisted of written work, 1/3 grade consisted of written work,

including portfolioincluding portfolio 1/3 was performance-based in skills 1/3 was performance-based in skills

areasareas 1/3 was performance evaluation1/3 was performance evaluation

(OR ¼ for written, ¼ portfolio, ¼ skills, (OR ¼ for written, ¼ portfolio, ¼ skills, ¼ performance evaluation)¼ performance evaluation)

Questions?Questions?

Contact information:Contact information:

Lynne Porter Lynne Porter

lporter@nocrop.uslporter@nocrop.us