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Rubrics and information Rubrics and information literacy in primary literacy in primary
schoolsschoolsJan Schmidt-LoeligerJan Schmidt-Loeliger
Information Services ManagerInformation Services ManagerHorsham West Primary SchoolHorsham West Primary School
What is a rubric?What is a rubric?
• Rubrics provide direction for action
• Rubrics establish a mode of conduct or procedure
Haiku rubricHaiku rubricGreat! O.K. Needs help
Critical componentsContains descriptive words and phrases that describe nature
Communicates thoughts and/or feelings
Follows the three-line, 17 syllable format (5-7-5)
StyleStrong verbs
Precise words
Words that evoke image ad express sensory detail
Writing devices such as alliteration, metaphor, simile, onamatopoeia and personification
Originality
MechanicsEnding punctuation
Capitalization
Comma rules
Quotation marks
Why use rubrics?Why use rubrics?
Rubrics –
• Help to determine student progress
• Improve student learning
• Provide information for the teacher to plan
appropriate teaching & learning experiences
Why use rubrics?Why use rubrics?
Rubrics –
• Identify what students are expected to accomplish by the end of the unit
- knowledge- skills – actions - outcomes- processes- attitudes- values
Why use rubrics?Why use rubrics?
Rubrics –
• Can be used in different contexts, e.g. individual, group or whole class contexts
• Cater for a range of learning styles
Range of learning stylesRange of learning stylesIntelligence Activity
Verbal – linguistic Discussions, reading
Logical - mathematical Using evidence, comparisons, deductions and reasoning
Spatial Concept maps
Bodily – kinesthetic -
Musical -
Interpersonal Co-operative learning, sharing
Intrapersonal Student choice, self-evaluation, independent study, reflecting
Naturalist
Rubrics and assessmentRubrics and assessment
Assessment is an ongoing process.
Rubrics –
• Provide a manageable recording method• Provide criteria and performance standards• Allow for different rates of progress• Involve students in the assessment process• Make assessment integral to the unit
Rubrics and assessmentRubrics and assessment
A performance assessment consists of two parts
- a task
- a set of scoring criteria or rubric
AssessmentAssessment
Assessment involves some subjective judgements about the quality of a student’s work.
A uniform set of precisely defined criteria or scoring guidelines or rubrics, provides a way to make fair and sound judgements of student work.
Two teachers who use the same rubric ought to arrive at the same score, increasing the reliability and consistency of the assessment.
Good rubrics will -Good rubrics will -
• Assist teachers to define excellence• Assist teachers to plan how they can help students
achieve excellence• Communicate to students what constitutes excellence• Provide guidelines for students to evaluate their own
work
Good rubrics will -Good rubrics will -
• Communicate goals and results to parents and others• Help teachers be accurate, unbiased and consistent in
scoring• Document the procedures used in making judgements
about students’ work
Elements of a scoring rubricElements of a scoring rubric
• One or more dimensions that serve as a basis for judging student responses
• Definitions and examples to clarify the meaning of each dimension
• A scale on which to rate each dimension• Standards of excellence for specified performance levels
accomplished by models or examples at each level
Scoring scalesScoring scales
• May be numerical or qualitative or a combination
The Violin Man
1 2 3
Content 3 or less slides 4 relevant slides 5 or more relevant slides
Information Vague or irrelevant information
Relevant, concise information. Most required aspects covered.
Covers all required aspects
Graphics Absent or irrelevant graphics
Relevant graphics Relevant, labelled graphics
Resources No websites cited Websites incorrectly cited Websites correctly cited
Creativity Presentation fails to deliver message
Simple presentation - gets message across
Presentation gets message across in a multimedia format
Scoring scalesScoring scales
• Qualitative rubrics may have scales with labels
- not yet, developing, achieving
- emerging, developing, achieving
- novice, apprentice, proficient, distinguished
- no evidence, minimal evidence, partial evidence, complete evidence
- average, very good, excellent
- not good, good, excellent, outstanding
- great, OK, needs help
Dialogue rubricDialogue rubricGreat OK Needs
help
Critical components
Uses verbs and adjectives vividly to express tone and emotion
Changes paragraphs each time a new person talks
Uses quotation marks around spoken words
Style
Strong verbs
Precise words
Words that evoke image and express sensory detail
Originality
Mechanics
Ending punctuation
Capitalisation
Comma rules
Evaluating rubricsEvaluating rubrics
1. Does the rubric relate to the outcome(s) being measured?
2. Does it cover important dimensions of student performance?
3. Do the criteria reflect current concepts of excellence in the field?
4. Are the dimensions or scales clearly defined?
5. Is there a clear basis for assigning scores at each scale point?
6. Can the rubric be applied consistently by different scorers?
Problems and pitfalls in scoringProblems and pitfalls in scoring
1. Leniency error – scorer tends to be either too hard/too easy on everyone
2. Trait error – scorer tends to be too hard/too easy on a given criterion
3. Appearance – scorer thinks more about how the work looks than its quality
4. Length – length is not necessarily better5. Fatigue6. Repetition factor – this paper looks like the last 507. Order effects – an average work may seem wonderful after 10
poor ones8. Personality clash – if you don’t like the topic/the student's
viewpoint it’s more difficult 9. Sympathy score10. Judgement discomfort – remember you are rating the work not
the student
Developing a rubricDeveloping a rubric
1. Decide on the dimensions of the task to be measured.
2. Examine examples of student work to check you’ve not overlooked any dimensions.
3. Refine and consolidate dimensions as needed.
4. Write a definition of each dimension.
5. Develop a continuum/scale for describing the range of performance or task at each dimension.
The reality of our schoolsThe reality of our schools
• 2-3% of students have some form of disability – sensory, intellectual, physical
• 10-12% of students have learning difficulties• 5-6% of students have a severe behavioural disorder• 3-4% of students are emotionally fragile• 3-4% of students are medically fragile
Educators need Educators need
• to ask “What does this child NOT have in order to act appropriately?”
• to change, not the student. Teachers need to ensure
consistency
clarity
firmness
empathy
affection
Girls learn best whenGirls learn best when
• They are happy• Feel loved and accepted in their peer group• They can talk and discuss ideas• Are told where they are doing well• Receive feedback
Boys learn best when Boys learn best when
• They are valued• They are in a relationship with the instructor• There’s a lot of mess and activities in between• There is a a beginning and an end in sight• They have a good chance of winning
Bibliography and further readingBibliography and further reading
• Assessment for learning. [Internet]. Curriculum Corporation, Carlton South, Vic. http://.cms.curriculum.edu.au/assessment [Accessed 6/8/04; 24/8/04]
• Hetzel, J and McIntire, D (1998). Expressive writing. Creative teaching Press, Cypress, CA
• (2003). Rubistar. Create rubrics for your project-based-learning activities. [Internet]. High Plains Regional Technology in Education Consortium. http://rubistar.4teachers.org/index.php [Accessed 6/8/04; 24/8/04]
• (2001). Rubrics. [Internet]. The Technology Applications Center for Eductor Development. www.tcet.unt.edu/START/instruct/general/rubrics.htm [Accessed 6/8/04; 24/8/04]
• Wilson, J & Wing Jan, L. (2003). Focus on inquiry. Curriculum Corporation, Carlton South, Vic.