Using Rubrics in the Classroom - Lynne Porter
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Today’s Agenda Today’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 Evaluate student samples using a rubric. rubric. Identify strategies for using rubrics Identify strategies for using rubrics in the classroom. in the classroom.
description
Lynne Porter North Orange County Office of Education The first part of this workshop gives an overview/review of rubrics as an instructional tool for both fostering and assessing student learning in a career-technical classroom. The second half focuses specifically on using rubrics-based performance evaluations to assess and grade student achievement of professional behaviors and attitudes.
Transcript of Using Rubrics in the Classroom - Lynne Porter
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
[email protected]@nocrop.us
