DOCUMENT RESUME

ED 415 139 SO 027 632

AUTHOR Stix, AndiTITLE Creating Rubrics through Negotiable Contracting.PUB DATE 1996-00-00NOTE 26p.; Paper presented at the Annual Conference of the

National Middle School Association (23rd, Baltimore, MD,November 1996).

AVAILABLE FROM The Interactive Classroom, 27 Siebrecht Place, New Rochelle,NY 10804; phone: 914-636-0888.

PUB TYPE Speeches/Meeting Papers (150)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Achievement; Elementary Secondary Education;

*Grading; Holistic Evaluation; *Student Evaluation; TeacherStudent Relationship

ABSTRACTThis paper explains the construction of a grading rubric

that is designed to empower students with expectations of quality work.Teachers and students "negotiate" a mutually acceptable consensus. Thecontract process is based on the idea that when students feel they are valuedparticipants in the assessment process, they become motivated to strivetowards those criteria-based standards. The process can be used to setshort-term goals for lessons that do not require formal assessment but forwhich quality work is expected. Samples of assessment sheets and student worksamples are presented with criteria for evaluation. (EH)

********************************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Creating RubricsThrough Negotiable Contracting

by

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

41 This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

Andi Srix, Ed.D. I ANDI 5 rficTO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

cn The Interactive Classroom27 Siebrecht. Place

New Rochelle, NY 10804

c*N1

C.) tel: 914-636-0888

CD BEST COPY AVAILABLEweb: astix@cloud9.net

fax: 914-632-0171Ci)

2

Empowering students

The success of negotiable contracting relies on giving students shared

ownership of their own learning. Although the teacher is ultimately responsible

for grading, her main function is to serve as a facilitator of discussion about the

assessment process. hi this way, students do not view the teacher as an all

powerful judge of their work. Before the teacher discusses the expectations of

upcoming assignments, she asks students what they think would constitute

quality work for the particular task. Teacher and student meet at the

'negotiating table' to reach a mutually acceptable consensus. When students

feel like valued participants in the assessment process, they become motivated

to strive towards those criteria-based standards.

The contract process can be used in the classroom for many purposes. It

is ideal for setting short-term goals for lessons that do not require formal

assessment, but 'for which teachers want to establish criteria for high quality

work. For example, if students work together in groups on a research project,

negotiable contracting helps define expectations such as cooperative roles,

research materials, and graphing and charting formats.

As classroom teacher Roberta

Horn explains, 'Using a contract has

enabled me to inform the children of 14 siilt ..k..., jo,rs L..6

all research project requirements and ,14.1 Pi teot .631- lreks ;A,

$0ir, 4 4) rrttUrAfAligliSeeR0/ A3111~tte 4,.' ito guide the students through every/: 4) 4f.ar:- "".

step of their work. The contract 'Of,s,..i 4 04(..oluot fre.640:4,2ple.qoun,..,,,i,

makes clear to them what the -,.., , , ...,_,...0,J 4 erA41414 kariStrinsitity el'i,

expectations are and by what date ;.J-2,` ',,417?a4:7456"1".45'414!' ?e

each of those expectations are to be . ,,,tsRa

met"

I%

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8

3

Martha Polln uses the contract

to create an assessment sheet.

319V1IVAV Ad03

How to Create RubricsThrough Negotiable Contracting

by Audi Slix, Ed.D.

I. Define the project

2. Brainstorm with your neighbor or cooperative group

what a teacher would be looking for

3. Chart results as a whole group

4. Prioritize the top four or five items

5. For each item, what does it mean? List 2 to 3 subtopics

6. Create the labels or headings for the chart

7. Fill in the matrix or chart with information

Part II: Activity I:

1. In whole group, the students brainstorm the questions that they should answer. Thefollowing list is provided as a sample for the students to complete::

a. Name the explorer:

b. What year(s) did the exploration(s) take place?

C. What was discovered?

d. Who financed their voyage or expedition?

e. What was the reason for the voyage or exploration? (motivation)

-f. Describe the route they took

g. What are the coordinates of the place discovered?

h. Was the voyage or expedition successful?

i. Describe the story behind the voyage or expedition:

j. Other notable comments:

The Diary Activity

1. After the students have finished conducting their research, the students should workon a rough draft for their creative writing piece. It would be fun if the students tookthe point of view as one of the explorers and wrote it up in a diary form,including sketches and pictures. Review the aspects of historical fiction, that it isbased on fact. However, they can use their discretion as how they depict people'sreactions and their emotions to any given situation. Please see a sample diary sheetlocated at the end of the unit. Hard covered blank books can be ordered ahead ofschedule. A good reference for this is: Bear Back Books: Treetop Publishing: 414-884-0501. On the other hand, students may wish to create them on their own,using hand made paper or other resources. Other students may wish to create avideo tape, a cassette, or use a computer presentation package such as Hyper Studioor Astound.

2. Students and teachers should generate a list of standards that mark excellence. It isstrongly recommended that this list be generated before the students embark onthis task so that they know the level of expertise sought.Some suggestions are:

Does the writing capture the reader's interest?In what ways does the diary reveal emotion?How detailed is the writing?Does the student highlight the essential points in his or her account?Is the beginning and the ending of the piece strong?Do the middle paragraphs support the introduction?Does it flow properly and logically?What pictures does the student choose, draw, or photocopy?Any appropriate sketches or doodling?Any leaves, branches, fake fur, or other materials incorporated?Does the student decide to dress up and take some photographs depictingthe time and place?How dramatic is the performance or writing?How original is the project? Is it so obviously personal?Does the writing reflect hundreds of years ago?Does the student incorporate some foreign language or regional sayings?How artistic is the piece?Is it long and laborious or does it show great variety?

3. If the teacher chooses to use an alternative way of assessing students, an alternativerating sheet or form can be chosen, reviewed or created at this point. Please refer tothe back section if you choose to implement this procedure. However, the criteriagenerated in #2 should be used to choose the top three or four criteria forassessment.

4. It is recommended that students have a full session to go through the writingprocess with one another. In other words, in a cooperative group of four students,one student can proof read for spelling errors, another for punctuation, another fordepth of detail, and another for proper paragraphs.

On the due date, students are given time to enjoy one another's projects.

1. It is important to discuss ahead of time the different things that would be interestingin discussing the diaries. Using the original list created before they wrote their diaries(Diary Activity #2), students begin to discuss and positively critique each other'sfinished products. Please refer to the back of this section for samples of peerassessment sheets.

2. 13e sure to model this procedure for the students. Imagine sitting with a friend in aliving room. You are up in the mountains and you are both sipping a glass of icetea. The discussion should flow naturally as if you were chatting about the latestmovie that you both saw and discussing why you liked it so, what parts were sooutstanding and what parts needed a bit more clarification. But the dialogue shouldbe casual and relaxed.

3. Have each pair of students exchange their diaries with another pair. It is suggestedfor each pair of students, who sit shoulder to shoulder, to read together. As one pairreads, the other pair reads as well. Then the students can discuss the two diaries asa group. They repeat the format with the other two diaries. The teacher and/or thestudents should utilize four or five of the most important criteria generated by theclass for his or her own evaluation of F' ch student's work..

4. The following pages provide assessment sheets, a sample rating system, peerassessment sheet, teacher assessment sheet and a whole class numerical ratingform. reel free to use whatever method is most suitable. It is recommended that thefollowing sheets are used as guides for you to create your own with the students. Ifyou decide to create your own, please select one of these forms together with thestudents ahead of time in order to help guide them.

Here is a sample of an assessment that could be used:Diary of an

Explorer Novice Apprentice Veteran Master

Captivates

Reader

Does not

interest

reader.

Unfocused,

Not

stimulating

Pts. 1-2

Reader

struggles to

maintain

interest. Barely

engaging.

Pts. 3-4

Reader is

captivated with

a strong focus,

stimulated and

drawn in to

material.

Pts. 5-6

Reader is

excited to read

the piece and

does not want

to put it down.

Reader is highly

motivated.

Pts. 7-8

Reveals

Emotion

Little to no

emotion

Pts. 1-3

Some emotion

Pts. 4-6

Clear feeling of

the intended

emotion.

Fits. 7-9

Gives great

detail and feels

strong emotion.

Pts. 10-12

Detail

and

Deptli

hardly any

facts, brief

Pt. 1-3

some facts

general

information

Pts., 4-6

covers body of

information

with supporting

detail

Pts. 7-9

comprehensive

thorough and

gives many

specifics

Pts. 10-12

Essential

Higliligfas

vague

not focused

Pts. 1-2

some points

are mentioned,

haphazard

Pts 3-4

highlights

important

points

Pts. 5-6

wonderful

highlights,

showcase the

crux of the

matter

Pts. 7-8

Use of

Props

little to no

drawings or

pictures

incorporated

Pts. 1-3

a few drawings

pictures, props

used that

support writing

Pts 4-6

adequate

amount of

drawings,props

pictures that

support wilting

Fits 7-9

detailed pictures

props and

drawings used

that extend and

support writing

Pts 10-12

BEST COPY AVAIJABLE

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12.

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15.

16.

17.

18.

19.

20.21.

22.23.24.25.26,27.

28.29.30.31.

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ASSESSMENT SHEET

Name: 1-A,t, fe,y, cLsie,tc) Topic: Arark (4,

Evaluator: frirs ot,,t,,) Date: -2151967

IA. Criteria:

I1. Language is clear and easy to understand

2. Offers logical sequential evidence toIsupport every major point

3. Manipulates diagrams appropriately

I4. Coordinates diagrams, pictures, and words

II5. Exhibits a level of understanding

B. Application:

1. k.t.e

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3

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1111)0 /1A .

pi D. Overall Rating:

Novice Apprentice Proficient

1 2 3

BEST COPY AVAILABLE 2 2

Distinguished

Andi Stix, 1994

Ms. Pa rtko Wagner

ACHER ASSESSMENT SHEETName: 1 2ev+Raii-i4ort Assignment: Ec-,5cuh Due Date:

-e

'Rating

0 1 2 3 4

gov---ck 0 1 2 3fcc used

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Teacher comments and rel ctions:(11

N\-NN6-RN-Pli bimore_ 1 dectt-7

Overall Grade: (k6 23 BEST COPY AVAILABLE

Ms. Bartho Wagner

ASSESSMENT SHEETName: Alz)Av-k VW-AA FR Assignment: a:-NIMN\ E5.--A-1 Due Date:

, Criteria Rating1. SUefiA A4,e1)`,`-es -\'Ve -Cl\-)\ e' L.)\\ \I

student teacher

eNet--,,c, -A-6-n c\c\k,k , ,,,...e-..At A , p-Vt \cr. 01 2 3 475-) 01 2 305, , 3 n

Inkcs-ve.mm-yst,--. cw AA-Y. 1 Y^,c"kr...4., .

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3. ,s\, &.1.-r\- ckc...c.\-1\--e--, e.-..c)er \c\r- i m>9.?-it-IPAc.. student teacher

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-\\--e erv,\:-_, c 4y-,,, lkop.,A -4 hr, `nom Cr PC\ 01 2 3.4 01 2 3 40

Student comments and reflections: "7"

Acve, --cleeVrcs NeCA A SVV.- ba-k-,S .\* \\Ck

t' C\

Ac% '''Clc-e--' "P, t ' 4-n le 1-)C (10"-e .

Teacher comments and reflections: Mau\-- W .. \\ 0.c3Ve_diki)C\\ of-V\izediP ,c.ock tfacIN9V), -%poi snce_ \cu 6i, uN\A '.5.---rott\vv.s, ktoor oryl

P job 45e-Q\ck\ \\I -& our-fc-st Eski Exm

verall Gra e:

BEST COPY AVAILABLE24

Assessment Sheet

Name: Top lc:

Evaluator: Date:

A. Criteria:

. 0 02. 0 03. ® 04. ® 0

B. Comments:

C. Overall Rating:

40 25

Assessment Sheet

Name: Topic:

Evaluator: Date:

A. Criteria:

1. N A V M

2. N A V M

3. N A V M

4. N A V M

5. N A V M

B. Comments:

C. Overall Rating:

Novice Apprentice Veteran

1 2 3

42

Master

4

U.S. Departthent of EducationOffice of Educational Research and Improvement (OERI)

Educational Resources Information Center (ERIC)

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