Transcript Using Rubrics as a Means of Performance Assessment

Using Rubrics as a Means of
Performance Assessment
Sarah Miller
FDN 5560, Spring 2005
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Definition of Performance
Assessment:
“An approach to measuring a student’s
status based on the way that the
student completes a specified task”
(Popham, 2005, p. 177)
Means different things to different
teachers: short answer questions,
artistic critique, scene performance
The most common way to
judge performance-oriented
responses is by using a scoring
procedure called a
RUBRIC
Definition of Rubric
“Set of scoring guidelines for
evaluating students’ work”
(Whitcomb, 1999, p.26)
“A set of criteria, usually ranging from
performance that is considered
unacceptable to minimal through
progressive stages which eventually
defines that which is observable
superior performance”
(Callison, 2000, p. 34)
What do rubrics look like?
Constructed using a grid pattern
Evaluation skill levels or learning targets
are listed in the left-hand column
Levels of performance are listed across the
top of the grid
3 – 5 levels of performance can be selected
per rubric
Try to limit learning targets to a reasonable
number, one you’re willing to grade!
Sample Rubric – Monologue Performance
Criteria
Lines are
memorized
Stage
movement is
evident
Rehearsal time
used effectively
Characterization is
evident
Well
Above
Standard
Above
Standard
At
Standard
Meets
Below
Some
Standard
Standards
Additional Performance Descriptors:
“Excellent, Satisfactory, Unsatisfactory”
“Strong, Developing, Limited”
“In-Progress, Novice, Intermediate,
Advanced”
Numbers: 1, 2, 3, 4, 5
Letter grades: A, B, C, D, F
Key to rubric-writing success:
Should be based on the
learning targets that each
instructional unit intends to
achieve
MUST be generated prior to
instructional planning
Four Types of Rubrics:
Analytical
Gives points to each response on a criterion-bycriterion basis
Holistic
Awards a single, overall response to all of the
evaluative criteria as a whole
Primary Trait
Focuses on a specific trait or feature (i.e.
memorization, use of color, etc)
Developmental Continuum
Evaluates learning using “several points or stages
of development over time” (Phillip, 2002, p. 27)
Most important features of a rubric,
Popham (2005)
The number of criteria used to
determine the quality of a student’s
response
Whether the rubric will be scored
holistically or analytically
Most important features of a rubric,
Callison (2000)
Structuring the feedback on the rubric
so that the students know how close
they are to the highest level of
achievement
Providing the rubric to the students at
the beginning of the instructional unit
Most important features of a rubric,
Stefl-Mabry (2004)
All of the important elements of the
learning targets should be included on
the rubric
The “ultimate purpose of a rubric is to
improve performance” (p. 22) by
clarifying expectations for both students
and parents
Popham, Callison, and Stefl-Mabry
agree on one important feature:
The evaluative rating levels of a
rubric should be:
Descriptive
Distinct
Comprehensive
Rubrics are multi-purpose:
Gives clear and succinct definition of what an
expected standard is for a given age group
and task
Clearly identifies what is acceptable and
unacceptable completion of that task
Helps students and parents understand the
expectations of a given assignment
Helps students understand what they must
do to achieve a top-level in a given standard
Yup, Rubrics are still multi-purpose:
Helps teachers maintain consistency in
grading methods
Enhances partnership between parents and
the school
Demystifies the grading experience for
students
Helps students learn what to work towards in
each instructional unit
Helps teachers intervene quickly when a
student falters or seems uncertain about how
to do the work
How do you write a rubric?
Multiple approaches to writing rubrics
Experts list as many as 11 and as few
as 5 steps to use
It’s like riding a bike –
Need lots of practice to “catch your
balance” with writing rubrics
You might fall off the rubric-writing bike –
hop back on and try again
Be adventurous – try different “paths” until
you find the ones that work best for you
Rubric-writing steps from Stefl-Mabry
(2004), Phillip (2002), and Popham (2005)
Identify the intended outcome/skill
Make sure the skill (or skills) to be assessed
are significant
Determine what student performance would
demonstrate the achievement of the
skill/outcome
Choose the type of rubric to use
Critically evaluate the rubric – does it match
your learning targets?
Match the length of the rubric to your own
tolerance for detail
PROS AND CONS OF RUBRICS
PROS
Forces teachers to
increase focus on
instructional content and
learning targets
Improves teacher
consistency and
objectivity
Gives students a clearer
understanding of their
progress
CONS
Rubrics that lack clarity
can create chaos and
confusion among
students
Takes time & practice to
learn to write good
rubrics
Letter grades are still
being used
Rubrics in the Fine Arts Classrooms
Historically, traditional grading has been
difficult in fine arts classes
Standardized tests do not accurately reflect
performance values
Conflict between which to emphasize:
“process” or “product”
Subjective nature of both “process” and
“product” can lead to inconsistency in
grading
Rubrics enable teachers to judge both
process and product
Rubrics in the Fine Arts Classrooms
Helps makes grading of subjective
performances more objective, equitable, and
accurate
Enables teachers to create evaluative
standards for multiple areas such as:
demonstrations, artistic critiques, working
exhibitions, rehearsals, practice sessions,
sketch books, singing on pitch, playing
instructional games, monologues, playing
correct rhythms, scene work, solo or group
singing, audience etiquette, scenic design,
etc.
Rubric Resources
www.rubrics.com
http://rubistar.4teachers.org/index.php
www.rubrics4teachers.com
www.teachnology.com/web_tools/rubrics
www.4teachers.org
Rubrics – the bottom line
They “examine the student in the actual
process of learning” (Rose, 1999, p. 30)
They provide “an evaluation grid or map
so the learner knows what is expected
and what will be evaluated (Callison,
200, p. 35)
Provides a “checklist for success” for
students, parents, and teachers