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EDUC 4454 – Class 13P/J Methods
Methods Principle: Assessment & Evaluation
Bell Work: As a group, discuss the following questions:
1. What is a rubric?
2. Why use rubrics?
3. Describe a rubric you used in your last practicum. What did you like/dislike about it?
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What is a rubric?(derives from the Latin word, meaning “red”)
In educational “jargon”,
a rubric is a set of scoring criteria for evaluating student work or “what counts” .
It also articulates gradations of quality for each criterion, from excellent to poor.
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A Rubric has three features…
Criteria for evaluation Descriptors (quality definitions for each level
of performance A scoring strategy that is either holistic
(measures the overall quality of a task) or analytic (measures specific aspects of a task)
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What’s so good about rubrics?
Criteria are clearly outlined for students and teachers.
Measures learning in relation to expectations. Making marking faster and easier. Enhances students’ ability to reflect and self-
evaluate. Fosters individual accountability. Teachers evaluate more consistently. Helps parents understand what and how their child
is being evaluated. Gives parents criteria to help their child with
homework and assignments. Relates well to performance tasks – no right/wrong
answer – allows for a range
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The problems…
Too long in length. The rubric loses is value. The rubric is too general. Too “wordy” The need to create a rubric for every assignment.
Time consuming. Parents are not familiar with what a rubric is and how
it is used. Or the use of levels. Not all teachers are comfortable with the use of a
rubric. Not consistent use in all classes. If used with children needs to be worded in “child-
friendly” language
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The Ministry mark programs and post secondary schools require a “proper” grade value for marks on report cards not levels.
Many people feel a level, a letter value, and a number grade are all the same thing. (Why are we reinventing the wheel?)
The term rubric has a negative connotation – the birth of Ministry documents and government pressure
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Tips on designing a rubric
1) Avoid unclear language. 2) Avoid unnecessarily negative language. 3) Be clear on the expectations for every
criterion at each level. 4) Have the class help you write and discuss
the rubric before a major assignment. 5) Give the rubric before a major assignment
all students are clear on the assignment expectations.
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How to Design an Effective Rubric
Simple Steps to Follow
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Step #1
Isolate the expectations (refined or otherwise) you are going to assess
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Example
Expectation:
communicate the results of inquiries about different points of view on an issue, using computer slide shows, oral presentations, written reports
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Step #2
Imagine a student task which will have the students demonstrate all the chosen expectations
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Example News report:
Students can become reporters and choose a story in the news.
They can orally present the different view points from the story.
Students may choose to do a live news cast, a video or a newspaper clipping.
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Step #3
Keeping the task in mind, go back to the expectations, divide them up into assessable areas (becomes the criteria)
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Example
Potential criteria:• Communicate results of inquiryCommunicate results of inquiry• Different points of view – must have at least 2 Different points of view – must have at least 2
on an issueon an issue
• Using computer slide showsUsing computer slide shows• Using oral presentationsUsing oral presentations• Using written reportsUsing written reports
Can keep them
separate or tie them
together if appropriate to the task
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Step #4
Create the levels (be specific by focusing on the task)
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Rubric: News Report – Points of ViewCriteria /
Expectation
Level 1
Needs additional time (etc) to meet expectation
Level 2
Approaching expectation
Level 3
At expectation
Level 4
Goes beyond the expectation
Uses correct format – article, newscast
able to use correct format with limited effectiveness
able to use correct format with some effectiveness
able to use correct format with good
effectiveness
able to use format to a high degree of effectiveness
Identifies point of view
Correct grammar, punctuation
Clear expression of ideas, logically sequenced
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Steps in Making a Rubric
1. Isolate the expectations (refined or otherwise) you are going to assess
2. Imagine a student task which will have the students demonstrate all the chosen expectations
3. Keeping the task in mind, go back to the expectations, divide them up into assessable areas (becomes the criteria)
4. Create the levels (be specific by focusing on the task)
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Expectation:
communicate the results of inquiries about different points of view on an issue, using computer slide shows, oral presentations, written reports
Potential criteria:
Communicate results of inquiryCommunicate results of inquiry
Different points of view – must have at least 2Different points of view – must have at least 2
On an issueOn an issue
Using computer slide showsUsing computer slide shows
Using oral presentationsUsing oral presentations
Using written reportsUsing written reports
Pull out all the parts
Can keep them separate
or tie them together if
appropriate to task
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Example
Level 1 – does not meet expectations Level 2 – meets some expectations Level 3 – meets expectations Level 4 – exceeds expectations
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Rubric Levels….
Level 3 is meeting the expectation
Level 2 is approaching the expectation
Level 1 is experiencing difficulty in some manner
Level 4 is exceeding the expectation
Level R (whether it is on the Rubric or not) means the student did not get a level 1 and needs remedial (either the verb or the noun)
….And the more specific the criterion the better!Prof. J. Pitt
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Lesson Plan RubricCriteria /
Expectation
Level 1
Needs additional time (etc) to meet expectation
Level 2
Approaching expectation
Level 3
At expectation
Level 4
Goes beyond the expectation
Sang “O’Canada”
Sang “O’Canada”
10 minutes in length
10 minutes in length
Chose one simple expectation
Chose one simple expectation
All individuals appear to contribute equally
All individuals appear to contribute equally
Can count orally to 100
Can count orally to 100
Prof. J. Pitt – Methods
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http://www.rubricbuilder.on.ca/
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The Information Screen
The information page contains your
school name and a list of all the
teachers who have used the program.
These are stored in the program and
only need be entered the first time.
This screen is also where you will
provide a name and description for
your new rubric.
At the bottom of your screen, you will
choose the grade level and course
before continuing to the next screen.
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The Expectations Screen
This screen will list all of the general
and specific expectations for your
chosen course taken directly from the
Ontario Ministry of Education
curriculum. Double click or use the
arrows to add or remove expectations.
You also have the ability to search for
and choose expectations from other
courses. This is very useful on those
occasions when you will have inter-
disciplinary assignments.
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Criteria ScreenOn this screen you will select the criteria that
will be used in the assessment. To make it
easier to find the desired criteria you can
limit the list by task or category. You will
probably also want to limit the criteria to
those which are relevant to your chosen
expectations.
Select criteria by dragging the text into one
of four categories boxes: Knowledge,
Thinking, Communication or Application. You
can also click on the arrow to have the
criteria added to the most appropriate box.
This screen will also allow you to create your
own criteria and level descriptors for this
rubric.
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View/Edit Screen
This screen allows you to view and edit
the rubric before it is printed. You may
double-click on any of the squares to
begin editing the text it contains. You
may add custom criteria at this stage
as well.
This is the screen which will allow you
to have complete control over how the
rubric is worded. All of the criteria and
the level descriptors are completely
editable to ensure that you get the
exact wording that is right for your
rubric.
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Print / Export ScreenThis final screen will allow you to preview
and print your completed rubric. You
may also export to Word and
WordPerfect in order to further refine
your rubric before printing it
There are three other forms which may
be printed if you find them relevant to
your particular rubric:
•“Teacher's Companion Information
Sheet”
• “Leveled Marking Sheet”
•“Checklist Marking Sheet”
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Free Sign-up:
http://www.rubricbuilder.com/app/UnauthenticatedUsers/createStandaloneUser.aspx
Alternatively, you can create a rubric using eTeacher 3.5 (Software is loaded on your laptop) Use the Class13_Handout_UsingRubricMaker
Go To: START – ALL PROGRAMS – EDUCATION MENU – ASSESSMENT & PLANNING – eTeacher 3.5 & Follow the Handout Provided
Try It Out(You May Work In Pairs)
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Trial Version E-mail Message:
“Thank you for trying the Rubric Builder! Please enjoy your trial of all the features and benefits of this powerful tool. During your trial, the only limitation will be that your printouts will contain the word 'demo' throughout. You may remove this limitation at any time by purchasing a one-year subscription to the program.”
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Option C – Word Document Rubric
You can also create a rubric with Microsoft Word using a table.
Use the template:Class13_Handout-Rubric-Development-Gr4-Social-Studies
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Other Sites to Explore:
Tools for Ontario Teachers http://www.thecanadianteacher.com/tools/ontario Revised Social Studies curriculum is posted
Long Range Plan Wizard Expectation Generator Rubric Generator
Rubistarhttp://rubistar.4teachers.org/Create your own on-line rubrics and checklists from ready-made databases of criteria. You can save and the edit rubrics you have made.
Assessment Generatorshttp://maps.google.ca/?hl=enMatix Rubric, Weighted Matrix Rubric, Checklists, Rating Scales
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More Sites…
Rubric generatorshttp://teachers.teach-nology.com/web_tools/rubrics/A collection of rubric generators.
Collection of Rubric Linkshttp://www.cl.ais.net/rlevine/coolunits.htm#rubrics
Rubrics for Web Lessonshttp://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Lessons.htmlDescribes authentic assessment, template is provided. Gives samples of rubrics for scientific report, oral presentation, collaboration, hyper-studio stack, firsthand biography, music performance, reflective journal.
Project Based Learninghttp://pblchecklist.4teachers.org/
Checklists You can create and print your own checklists for class activities.
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And still more! Kathy Schrock's Guide for Educators
Web page rubrics, subject-specific rubrics, and articles on rubrics and assessment. Rubrics and Online Surveys
http://www.nova.edu/~burmeist/rubrics.html Extensive collection of rubrics and teacher-skills assessments.
Test and Assesshttp://www.teachervision.com/tv/curriculum/assess/rubrics.htmlA collection of rubrics and explanations of assessment practices.
Reading Assessment - NAEP - Reading 'Report Card' U.S.http://nces.ed.gov/nationsreportcard/reading/results/Results of 2000 reading assessment for Grade 4 students
Rubricshttp://www.branson.k12.mo.us/langarts/rubrics/rubrics.htmRubrics and marking checklists for language assignments: general grading, personal narrative, fiction story, persuasive essay, comparison/contrast
essay, poetry.
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Reflective Practice Activity Review Pages # 287-289 Complete the reflective
practice activity on page #289
1 more Web Site to explore:
http://www.quiz-builder.com/
FREE 15-Day Trial