Using Rubrics to Assess Performance Tasks in · PDF fileUsing Rubrics to Assess Performance...
Transcript of Using Rubrics to Assess Performance Tasks in · PDF fileUsing Rubrics to Assess Performance...
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Using Rubrics
to Assess
Performance Tasks
in Algebra
Theresa Davis
Michiko McClaryClaflin University
Bridget ColemanUSC Aiken
SCCTM 2015 Greenville
10:30 – 11:30
November 12, 2015
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Claflin UniversitySchool of Natural Sciences and Mathematics
Department of Mathematics and Computer
Science
“Assessing Student Success in College
Algebra with the Implementation of
Performance Based (STEM) Tasks”
Funding Agency:
Southern Education Foundation
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Performance Tasks
Enable students to demonstrate their
ability to integrate and use knowledge,
skills, and work habits in a meaningful
activity.
Real-life applications / relevancy
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Algebra Performance Tasks
(Science Integration)
Packaging Cups (Linear Relationships, Graphing)
Making the Most of Your Space (Quadratic
Functions)
Disappearing Discs (Exponential & Log Functions)
Body Mass Index (Linear Relationships, Graphing)
Hand Shake (Linear & Quadratic Equations)
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Packaging Cups
Performance Task
After applying for several summer jobs to earn
money to pay for textbooks and a laptop computer, you
have been hired by Tigrex. Tigrex is a multimillion dollar
company that makes disposable drinking cups for a
popular coffee retailer. The company currently ships cups
in boxes of 100. Tigrex’s management is interested in
developing innovative packaging designs which would
save the company money.
Your team’s task is to determine the most inexpensive
method of packaging cups while using resources as
efficiently as possible.
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Packaging Cups Procedure
Performance Task
1) Measure the diameter (in centimeters) of a cup at its open end. Record
the diameter.
2) Stack two cups. Measure and record the height of the two cups in the
table below.
3) Add two cups to the stack. Measure and record the height of the four
cups.
4) Add two more cups to the stack. Measure and record the height of the
six cups.
5) Add two more cups to the stack. Measure and record the height of the
eight cups.
6) Add two more cups to the stack. Measure and record the height of the
ten cups.
Number of Cups Height (cm)
2
4
6
8
10
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Questions
1. What is the independent variable in this
situation? Explain how you identified the
independent variable.
2. What is the dependent variable in this
situation? Explain how you identified the
dependent variable.
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Questions3. When you graph the data, do you expect a
positive correlation, negative correlation, or
neither?
4. Using your five data points, create a scatter
plot and describe the shape of your graph.
5. Pick two points and find the slope of a “best
fit” line for these data points.
6. What is the unit for the slope?
7. What does the slope represent in this
problem?
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Math
Science
SCCR Standards
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Student Comments
“There was an incorporation of science. This can
relate to daily life, because it could go with
problem solution.”
“Other than math we used English and reading to
solve the problem.”
“A construction worker could use
Probability/Statistics to measure materials and use
a system where you have to graph your
information.”
“You could compare this to everyday life by
determining how to place a certain amount of
dishes on a shelf.”
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Student Comments
“In life you have to look at situations differently. We
cannot control the height of cups but we can
control the number of cups”
“We could use this for an inventory job to help
when we have to stock the merchandise and
count for each material on the shelves.”
“We did not use any other strategy.”
“I honestly feel like we didn't use any other subject.
However, I can relate this to my daily life because
we used teamwork and had to analyze the
problem.”
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How do you assess your
students’ performance?
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How would you assess this?
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How would you assess this?
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Rubrics are rating scales-as opposed to checklists-that
are used with performance assessments.
They are formally defined as scoring guides, consisting of
specific pre-established performance criteria, used in
evaluating student work on performance assessments.
Rubrics are typically the specific form of scoring
instrument used when evaluating student performances
or products resulting from a performance task.
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Restaurant Quality
Make a list of qualities you require of a
restaurant for you to eat there?
What makes one restaurant your favorite
and another your least favorite?
Assess these restaurants:
Popeye's, Red Lobster, Outback, Subway
Think-Pair-Share
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Developing a Rubric
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A constructed list of characteristics used as criteria
for ranking the quality of students’ work along with
a guide for scoring or grading.
A combination of performance criteria and a
holistic evaluation of students’ performance on the
criteria.
Rubrics
Rubrics
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Rubrics
focus on measuring a stated objective
(performance, behavior, or quality)
use a range to rate performance
contain specific performance characteristics
arranged in levels indicating either the
developmental complexity of the strategy used or
the degree to which a standard has been met
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Criteria
Exemplary
Target
Expert
Meets
Expectations,
Proficient
Acceptable
Practitioner
Below
Expectations,
Apprentice
Unacceptable,
Novice
Quality of Work
Ele
me
nts
to
Sc
ore
Rubric Template
Got it! Not there yet!
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Generic Math
Problem-Solving Rubric
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Descriptors and Performance Levels Use measurable criteria.
Specify the quality (or absence) vs. comparatives (“not as thorough
as”) or value language (“excellent content”)
Use key, teachable “criteria” (Emphasize what counts)
Specifically define levels of quality. (Avoid vague descriptors.)
Concrete versus abstractEx. Organization: sharply focused thesis, topic sentences clearly
connected to thesis, logical ordering of paragraphs, conclusion
ends with clincher
“poorly organized”
Key Question to ask yourself: What does it look like?
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Tips For Effective Rubric Design
design a rubric that does its job
write precise criteria and descriptors
make your rubric student-friendly
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Tips
Limit the number of criteria
List independent criteria separately
Avoid combing independent criteria
“very clear” and “very organized” (may be
clear but not organized or vice versa).
Aim for an even number of levels
Create continuum between least and most
Define poles and work inward
List skills and traits consistently across levels
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Caution:
Don’t let the rubric stand alone.
Provide specific “Comments” on your rubric
and/or on the student product itself.
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Claflin Rubric Template
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The Performance Task
Assignment Sheet
The instructions on the assignment sheet are important.
Connect to the rubric (Use same language!)
The lawyers in your class
“But the rubric doesn’t say that…”
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It’s hard work…
Expect to revise…and revise…
“There are no final versions, only drafts
and deadlines.”
When you’ve got a good one, SHARE IT!
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Performance Task
Benefits & Impact
Improved learning in Algebra (Cognitive)
Improved attitudes toward math (Affective)
Independent thinkers
Meaningful/relevant contexts
Interdisciplinary Connections
Consistent across class sections
Increased student attendance
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Resources for Math
Performance Tasks Navigations Series by NCTM (nctm.org)
Mathematics Teacher(nctm.org)
Mathematics Teaching in the Middle
School (nctm.org)
Determining Functions Using Regression:
What's the Function?
http://Illuminations.nctm.org/Lesson.aspx?id
=4144
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Resources for Rubrics
On-line Rubric Generators
Rubistar
rubistar.4teachers.org
Teach-nology
www.teach-nology.com
iRubric
http://www.rcampus.com/indexrubric.cfm
Recipes4Success
Resources
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For more information:
Claflin University
Theresa Davis, [email protected]
Michiko McClary, [email protected]
USC Aiken
Bridget Coleman, [email protected]