Transcript Rubric Workshop

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Creating Dynamic
Rubrics
+ Creating Dynamic Rubrics
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Objectives:
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Discuss how to write standards-based rubrics
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Identify strategies for teaching students to use rubrics to guide
their work
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Need to Knows?
+ Overview
Rubric should assess the Final Product of the
Project.
Assess smaller assignments within the project by
using other means.
Rubric should be given early in the project.
Rubric should be connected to standards, so that
strong performance on final product
corresponds to student mastery of standards.
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4 Steps to Creating Your
Assessment
1. Identify the standards and objectives
students will learn in the project
2. Align the final product of the project to
the standards
3. Identify the criteria for the final product
4. Write the rubric
1. Identifying Standards You Will Assess
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How
much time you will spend on each
standard for this course? (curriculum
mapping guide)
What standards will you include?
Example :

6. Stability in an ecosystem is a balance between competing
effects.
a. Students know bio diversity is the sum total of different kinds of
organisms and is affected by alterations of habitats.
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2. Align the Final Product with the Standard
Standard
WHO might need to
have this knowledge?
WHY might they need this
information?
What might this person DO
with this knowledge?
SAMPLE:
Analyze the effects of the Industrial Revolution on
England, the United States, Japan, etc.
-Environmentalist
To identify the effects of industrialism on a developing
nation
Create ways to prevent the negative effects of
industrialism, share with government or people these
effects
- Economist
To make current market predictions according to
previous trends
Share the information with stockholders or businessmen
looking to do business in industrializing nations
Standard
SAMPLE:
Organisms have a variety of mechanisms to combat
disease (human immune response).
YOUR STANDARD HERE:
Student role
Scenario
Product
- Politician
To make political arguments for or against international
tariffs or ethical labor laws
Create a bill or modify voting, work on a committee or
push an issue with other politicians
- Doctor
To diagnose patients and share information with patients
about their diseases
Inform patients or share knowledge with other doctors
- Drug company, marketing department
To understand how their product can effect people
Explain to doctors or clinics how this drug can help
patients in a pamphlet or other written work (drug rep
could verbally share this information with potential
clients as well)
- Center for Infectious diseases, military specialist, or
other government representative
To understand what the potential dangers are of disease
on the health of the nation
Create an information packet or pamphlet about dangers
of germ warfare or other publication
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3. Identify the Criteria for the
Project
DO the project yourself (or at least walk through
the steps of the project)
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Visualize what the students will need to complete
Decide what is most important in the project vs. “busy
work”
Determine what sources are available and needed for
this project
Look at your sample and create a list of “essentials” that
must be included to meet the standards and the driving
question of your project (higher order thinking is
reflected in final product)
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Identify the Criteria for the Project (continued)
Look at your sample and highlight the items from your
checklist of essentials: Example-->
Redo the sample as necessary to add further
information or reflect skills from the standards or
incorporate further higher order thinking
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4. Turning the Criteria Into Your
Rubric
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Start with the proficient section and list the items from your
“essentials list”
Proficient
•Narrative includes a overall thesis about the uniqueness of the student
interviewed
•Narrative includes information in a logical, sequential order
•Information included has clear significance and/or relevance to the
thesis
•Incidents mentioned have clear description of setting
•Narrative includes sensory detail and feelings of the interviewee.
Writing
the
rubric
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Write More Objective Statements
(that don’t look like these)
Graphics are displayed Creatively
Writing is enthusiastic and written in a fluid
manner
Introduction uses an engaging strategy
Description goes ABOVE AND BEYOND in its
description of the history of the event
Description includes many relevant facts or
details.
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Higher Order Thinking in Your
Rubric
New Technology Network
Rubric Rhetoric- Cheat Sheet
Rubrics are often one of the most difficult components to create when developing a Project Based Learning Unit. Th is ÒCheat SheetÓ
provides lists of action verbs that you can use to help guide you as you write your next rubric. The verbs are based on BloomÕsTaxonomy
and lend themselves to ideas of how student s can demonstrate proficiency in key processes of learning.
CRITERIA
Description
UNSATISFACTORY
PROFICIENT
ADVANCED
(Below Performance Standards)
(Minimal Criteria)
(Demonstrates Exceptional Performance)
In addition to meeting the PROFI CIENT criteria É
StudentsÉ
StudentsÉ
StudentsÉ
List
Tell
Define
Locate
Recognize
Explain
Illustrate
Describe
Summarize
Inter pret
Expand
Convert
Demonstrate
Apply
Use
Construct
Find Solutions
Collect Info rmation
Perform
Solve
Choose Appropriate Procedures
Debate
Different iate
Genera lize
Conclude
Organize
Determine
Distinguish
Create
Design
Plan
Produce
Compile
Develop
Invent
Compare
Decide
Evaluate
Conclude
Contrast
Develop
Criteria
Assess
Appraise
(%)
0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16
17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21
23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25
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Getting Students to USE the Rubric
At first, the Students won’t read the rubric unless you support them
Ideas on getting the students to use the rubric:
Journal Prompts:
In the Proficient column of the Science content rubric for this project what does it mean
when it says “___________________.”
The rubric for this project required you to describe the history of the event, the
demography of the area, and the physical geography of the environment. Which of these
have you currently completed? In the space below summarize each of the three in 1-2
sentences each.
Read through the rubric:
“B” in the Math Content.
Describe three things that you have to do in order to receive a
+ How can I get the students use the rubric to guide their work?
Reference the Rubric throughout
the project
How can I get the students use the rubric to guide their work?
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Peer Editing
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Other Strategies???
+ Next steps

Work with your team teacher or another thought partner to
create your list of “essentials” that will be placed into your
rubric