Transcript TLPI—03/26/07 - Claremont Graduate University

TLPI—03/26/07
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Rubrics/All Classes 5:00-6:45
Nuts and Bolts 6:45-6:55
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Ebony Eyes—revisions due 4/2
Lesson Plans—will return 4/2
Ethnographies—will return 4/2
Scavenger Hunt—all evidence due 4/2
Thematic Units 6:55-8:00
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Essential Questions
Objectives
5E Lesson Plan—will email format this week
Rubrics
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What are rubrics?
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Why use rubrics?
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How do you create rubrics?
What Are Rubrics?
Tools for teaching and assessing that . . .
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List the performance categories
for a piece of work (WHAT) . . .
And articulate levels of
achievement or quality, from
excellent to poor (HOW WELL) . . .
And provide criteria for each level
of achievement or quality (HOW TO)
Why Use Rubrics?
Powerful tools for teaching and assessment
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Help teachers articulate requirements
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Make expectations clear – no surprises
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Show students how to meet
expectations
Allow students to monitor and improve
performance
Why Use Rubrics?
Allow students to judge work quality
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Spot and solve problems in their own
and others’ work = metacognition
Increase sense of responsibility for their
own work = agency
Fewer “Am I done yet?" and “Is this
good enough?” questions = judgment
Why Use Rubrics?
Reduce time spent evaluating student work
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Front load teacher’s work
Circle an item in the rubric vs.
struggling to explain the flaw or
strength
Provide consistent feedback about
student strengths and areas for
improvement.
Allow ongoing assessment by student
and peers
Why Use Rubrics?
Accommodate heterogeneous classes
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Gradations of quality can be
"stretched" and adapted to reflect a
range of student abilities
Students work to the rubric
Criterion referenced—all can
succeed
Why Use Rubrics?
Easy to explain to students and parents
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Everyone knows what student
needs to do to be successful
Allows students to articulate what
they have learned
Students and parents understand
how the grade was calculated
How Do You Create Rubrics?
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Look at models
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List performance categories
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Articulate levels of achievement or
gradations of quality
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Provide the criteria for each level of
achievement or quality
5.
Test and revise
Step 1—Look at Models
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Look at rubrics created by other teachers
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Don’t re-invent the wheel—ADAPT!
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Decide on a format that suits your needs
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Looks at models of work created by
students and decide what constitutes
quality work—more powerful if done with
students
Step 2—List performance categories
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With or without students, decide
characteristics and features of a
quality project
Decide on the level of complexity
and specificity—form fits function
General Rule: 4-6 categories
Performance Categories
Content
Organization
References
from scholarly
literature
MUGS
APA format
Step 3—Articulate Levels of
Achievement or Gradations of Quality
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Describe the best and worst levels
of quality, then fill in the middle
levels based on your knowledge of
common problems and the
discussion of “not-so-good” work
General Rule: 3-4 levels or
gradations
Levels of Achievement or
Gradations of Quality
4
exemplary
Content
Organization
References
from scholarly
literature
MUGS
APA format
3
proficient
2
progressing
1
incomplete
Step 4—Provide the criteria for each
level of achievement or quality
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Use clear and specific language
Beware of subjective terms, like
“creative beginning” or “accurate
measurement” unless you discuss
or specify
Avoid unnecessarily negative
language, like “boring” or “poor”
Criteria for each level of achievement
4
exemplary
Content
Organization
References
from scholarly
literature
MUGS
APA format
3
proficient
2
progressing
1
incomplete
Step 5—Test and Revise
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Give test versions to students and
ask them to assess their own
progress on the task or project
Solicit their feedback and improve
the rubric--promptly
Make clear that they are part of this
development phase—not graded yet
Step 6—Use it!
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For student self assessment
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For peer assessment
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Allow students revise their work after
assessing themselves
Requires some coaching so students give each
other specific and useful feedback
You may need to hold students accountable for
their assessments of a classmate's work by
having them sign off on the rubric they use.
For teacher assessment of student work
Rubrics—Web Sites and References
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http://www.uwstout.edu/soe/profdev/rubrics.shtml#math
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http://www.ncsu.edu/midlink/ho.html
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http://www.middleweb.com/rubricsHG.html
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Brewer, R. (1996). Exemplars: A Teacher's Solution. Underhill,
VT: Exemplars.
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Marcus, J. (1995). "Data on the Impact of Alternative Assessment
on Students." Unpublished manuscript. The Education
Cooperative, Wellesley, MA.
Marzano, R., D. Pickering, and J. McTighe (1993). Assessing
Student Outcomes: Performance Assessment Using the
Dimensions of Learning Model. Alexandria, VA: ASCD.
Perkins, D., H. Goodrich, S. Tishman, and J. Mirman Owen
(1994). Thinking Connections: Learning to Think and Thinking to
Learn. Reading, MA: Addison-Wesley.
Thematic Units
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“Backward Planning” = working from front to back
to middle
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Develop 2-4 Essential Question = front
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Write 2-4 Objectives = front
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Brainstorm Culminating Project & Rubric = back
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Brainstorm 6 Lesson Plans (3 five-step, 2 ITB, 1
5E (optional) = middle
What is an Essential Question?
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A question that lies at the heart of a
subject, unit, or curriculum, and promotes
inquiry and uncoverage of a subject.
Essential questions do not yield a single
straightforward answer; they are open
ended and produce different plausible
responses.
An essential question should be
overarching in scope.
Upcoming Assignments
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MI inventory graph/reflection—due 4/9
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as you would ask your math/science students
to graph, either by hand or in Excel,
and reflected upon in terms of how accurately
it (1-2 paragraph limit)
One five-step lesson from your thematic
unit—due 4/9
Bring unit planning material to class for
the next 3 weeks