Developing a Penang Cultural Tourism Website Prototype: A User ...
Developing Prototype Rubrics
-
Upload
nhil-cabillon-quieta -
Category
Documents
-
view
219 -
download
0
Transcript of Developing Prototype Rubrics
-
8/22/2019 Developing Prototype Rubrics
1/24
DEVELOPING PROTOTYPE
RUBRICS
Presented by:
JOSE P. DORIA, JR.Isabela National High School
City of IlaganIsabela
-
8/22/2019 Developing Prototype Rubrics
2/24
Is this a rubric?Excellent
Above AverageAverage
Below Average
NO!
-
8/22/2019 Developing Prototype Rubrics
3/24
Is this a rubric?1 Pre-basic
2 Basic
3 Approaching Proficiency
4 Proficient
5 - Advance NO!
-
8/22/2019 Developing Prototype Rubrics
4/24
Is this a rubric?
SCORE INTERPRETATION
0 to 2 Congratulations! You do not have aproblem with alcohol.
3 to 5 You could be on your way to a problemwith alcohol.
6 to 8 Chances are you already have a problemwith alcohol.
9 and above You really need help! You have a seriousproblem with alcohol.
NO!
-
8/22/2019 Developing Prototype Rubrics
5/24
What, then, is a RUBRIC?
-
8/22/2019 Developing Prototype Rubrics
6/24
WHAT IS A RUBRIC?
A RUBRIC is a criterion-based scoring guideconsisting of a fixed measurement scale anddescriptions of the characteristics for each
score point.
A RUBRIC describes degrees of QUALITY,
PROFICIENCY, and UNDERSTANDINGalong a continuum
-
8/22/2019 Developing Prototype Rubrics
7/24
What is a Rubric? A rubric is a descriptive guideline, A scoring guide,
A specific pre-established performance criteria Each level of performance is described to contrast
it with the performance at other levels. It provides a description of what the specific
differences are among performances at each level. A set of rubrics is used to guide the rating of
performance, products or processes of studentlearning at various levels of performance.
-
8/22/2019 Developing Prototype Rubrics
8/24
RUBRICS ANSWER THE QUESTIONS:
By what criteria should performance be judgedand discriminated?
Where should we look and what should we lookfor to judge performance success?
How should different levels of QUALITY,PROFICIENCY, or UNDERSTANDING bedescribed and distinguished from one another
-
8/22/2019 Developing Prototype Rubrics
9/24
Why Use Rubrics? Rubrics help clarify the expectations you and others have
for student performance by providing detailed descriptions
of those agreed upon expectations.
Well designed rubrics used for assessment increase thereliability and validity and ensure that the informationgathered can be used to make changes in the instruction.
Rubrics allow teachers to efficiently assess complexproducts or behaviors. Once the criteria for a performanceare clearly defined, a teacher can align the course with thecriteria to help students meet the requirements.
Rubrics that have been defined and agreed upon by all theteachers increase the likelihood that they will all providecomparable ratings, thus increasing the inter-raterreliability. As a result, the assessments based on these
rubrics will be more effective and efficient.
-
8/22/2019 Developing Prototype Rubrics
10/24
TWO GENERAL TYPES OF RUBRIC
GENERIC/HOLISTICANALYTIC (Rubric w/
Specific Attributes)
This provides anover-all impression
of a students work.It yields a single scoreor rating for aproduct or
performance.
This kind of rubric divides aproduct or performance into
distinct traits or dimensionsand judges each separately.Since an analytic rubricrates each of the identifiedtraits independently, aseparate score is providedfor each.
-
8/22/2019 Developing Prototype Rubrics
11/24
ASSESSORS SHOULD
CONSIDER
Although a holisticrubric is anappropriate scoringtool when an over-allimpression is
required, it is highlyrecommended thatassessors (teachers) ofstudents knowledge,process/skills,understandings,
products andperformances useanalytic rubric.
Why? Because the quality offeedback to the student is easilycompromised in the name ofefficiency when we boil down
evaluation to a single (holistic)score. Analytic rubrics entailsthe use of independent criteriathat guides the teacher in
figuring out which aspect of thestudents output needsimprovement, satisfactory, orexcellent.
-
8/22/2019 Developing Prototype Rubrics
12/24
FACTORS TO CONSIDER IN
DEVELOPING RUBRICSCRITERIA
They specify what weshould look at todetermine the degree ofunderstanding and serve
us in making ajudgement-basedprocess consistent andfair.
VALIDITY
This concerns themeaning of evidence:what we ask students todo, and how we assess
the resulting work.Its
about our understandingof the results, not thetest itself.
-
8/22/2019 Developing Prototype Rubrics
13/24
PERFORMANCETASKS FOR
ASSESSEMENT
DESIRED
RESULTS
ACTIVITIES FORINSTRUCTION
RUBRIC FORASSESSEMENT
VALIDITYAND ASSESSMENT
-
8/22/2019 Developing Prototype Rubrics
14/24
Generic/Holistic Rubric
Level 1 Description of performance at level 1
Level 2 Description of performance at level 2
Level 3 Description of performance at level 3
Level 4 Description of performance at level 4
-
8/22/2019 Developing Prototype Rubrics
15/24
Example of a Generic/Holistic Rubric
Rating DescriptionApprentice
(1)
Learner is able to use knowledge, skills and understandingseffectively in interpreting and performing a folk dance guided bythe teacher and classmates.
Able(2)
Learner is able to use knowledge, skills and understandingseffectively in interpreting, performing and staging/arranging afolk dance guided by the teacher and classmates.
Skillful
(3)
Learner is able to use knowledge, skills and understandings
effectively in interpreting, performing and staging/arranging afolk dance with a little guidance from the teacher.
Masterful
(4)
Learner is able to use knowledge, skills and understandingseffectively in interpreting, performing and staging/arranging afolk dance independently.
Rubric in the Performance of Folk Dance
-
8/22/2019 Developing Prototype Rubrics
16/24
Sample of a Rubric with Specific
Attributes
Level 1 Level 2 Level 3
Attribute 1 Rubric 1.1 Rubric 1.2 Rubric 1.3
Attribute 2 Rubric 2.1 Rubric 2.2 Rubric 2.3
Attribute 3 Rubric 3.1 Rubric 3.2 Rubric 3.3
Attribute 4 Rubric 4.1 Rubric 4.2 Rubric 4.3
S l f A HOLISTIC
-
8/22/2019 Developing Prototype Rubrics
17/24
Sample of A HOLISTIC
(Rubric with Specific Attributes)
Criteria Excellent4
Good3
Adequate2
Basic1
Works cooperativelywith group
Always willing andfocused during
tasks and
presentation.
Usually willing andfocused during
assigned tasks
and
presentation.
Sometimes willingand focused
during assigned
tasks and
presentation.
Rarely willing andfocused during
assigned tasks
and
presentation.
Presentation and
perspective
Convincing
communication
of charactersrole, feelings,
and motives.
Competent
communication
of charactersrole, feelings,
and motives.
Adequate
communication
of charactersrole, feelings,
and motives.
Limited
communication
of charactersrole, feelings,
and motives.
Use of non-verbal
cues (voice, eye
and body
movements,
props,costumes)
An impressive
variety of non-
verbal cues
were used in an
excellent way.
Good variety (3 or
more) of non-
verbal cues
were used in a
competent way.
An acceptable
variety of non-
verbal cues
were used in an
adequate way.
Limited variety of
non-verbal cues
were used in a
developing way.
Information
accuracy
Information appears
to be always
accurate.
Information appears
to be usually
accurate
Information appears
to be sometimes
accurate.
Information appears
to be rarely
accurate.
TOTAL
-
8/22/2019 Developing Prototype Rubrics
18/24
ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE IN TEAM SPORTS
Weight Appropriateness of the Skills Proper Execution of the Skills Behavior During the Game
5MASTERFUL: Able to use
knowledge and skills effectively
and efficiently in diverse game
situations
SKILLFUL: Demonstrates
powerful and skillful execution
of the game skills with high level
of confidence
MATURE: Highly disciplined and
able to demonstrate appropriate
behavior towards the game, players
and game officials
4SKILLED: Able to use
knowledge and skills
competently in diverse game
situations
COMPETENT: Demonstrates
competently the game skills with
confidence
SENSITIVE: Disciplined and able
to demonstrate appropriate
behavior towards the game, players
and game officials
3ABLE: Has limited but
growing ability to use
knowledge and skills in diverse
game situations
PRACTITIONER:
Demonstrates general level of
coordination and competence in
the execution of game skills with
limited but growing confidence
AWARE: Generally demonstrates
proper behavior towards the game,
player and game officials
2
APPRENTICE: Relies on a
limited repertoire of knowledgeand skills; has limited use of
judgment and responsiveness to
game situations.
APPRENTICE: Demonstrates
limited coordination andcompetence in the execution of
game skills with low level of
confidence
DECENTERING: Has some
capacity for self-discipline but isstill limited to own reactions and
attitudes towards the game, players
and game officials
1NOVICE: Can perform only
with coaching and relies on
highly directed skill execution,
procedures and game
approaches
NOVICE: Has very low or no
coordination in demonstrating
game skills; has very low level or
no confidence at all
EGOCENTRIC: Has little or no
consideration to the rules of the
game; behaves untowardly and has
no respect for other players and
game officials
-
8/22/2019 Developing Prototype Rubrics
19/24
Steps in Writing a Rubric1. Set the Scale
Select a learning outcome from your academicprogram. Use your professional judgment to assessstudent learning on a scale of 1-3, 1-4, 1-5, or 1-X thatis appropriate for evaluating the performance.
-
8/22/2019 Developing Prototype Rubrics
20/24
Steps in Writing a Rubric3. Identify Basic Descriptions
Add simple descriptions for each number on the
scale.5 Advanced ability to __________;
4 Proficient ability to ___________;
3
Approaching proficient ability to _____;2 Developing ability to _________;
1 - Basic ability to _____________;
-
8/22/2019 Developing Prototype Rubrics
21/24
Steps in Writing a Rubric4. Descriptions of what performance will look like at each level
5 The learner is able to (description of what advancedperformance would look like).
4 - The student is able to (description of what proficientperformance would look like) but not yet able to (description ofadvanced performance).3 The student is able to (description of what approaching toproficiency performance would look like) but not yet able to(description of proficient performance).
2 - The student is able to (description of what developingperformance would look like) but not yet able to (description ofapproaching to proficiency performance).1 - The student is unable to (description of desired performance).
-
8/22/2019 Developing Prototype Rubrics
22/24
ASSESSMENT
-
8/22/2019 Developing Prototype Rubrics
23/24
Select a competency from among the
contents in Grade 8 MAPEH you wish to
teach. Create an activity/performance task
for each of the four phases of the learning
sequence and develop your own analytic
rubric for assessment to rate yourstudentsperformance in the said activity.
-
8/22/2019 Developing Prototype Rubrics
24/24
Gather with your region and
come up with your output in
this activity
(30 minutes)