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Authentic Assessment
Using Rubrics
to Evaluate
Project-Based Learning
Curriculum content created and presented by
Dr. Alexandra Leavell
Associate Professor of Teacher Education
University of North Texas
Module Objectives
 List and explain the characteristics of a
rubric.
 Enumerate the benefits of rubrics to
teachers and students.
 Describe the criteria of an effective rubric.
Essential Questions
 How will the use of PBL and
authentic assessments help me
meet the needs of learners
with different abilities?
 How will using rubrics help me
meet curricular goals?
 How do rubrics help my
students become better
learners?
 How will rubrics improve my
teaching?
The Cookie Dilemma
Which chocolate chip cookie would you want
to eat?
The Cookie Dilemma
 Cookie elements or dimensions:
 Overall Taste
 Texture
 Color
 Number of chocolate chips
 Richness
The Cookie Dilemma
 Range of “performance” for a chocolate
chip cookie:
 Delicious (7-8)
 Tasty (5-6)
 Edible (3-4)
 Yuck! (1-2)
Cookie Rubric
Delicious
Number of
chips
Texture
Color
Overall
taste
Richness
Tasty
Edible
Yuck
Cookie Rubric
 View a web page or download a printable
version of the completed cookie rubric
which appears on the next slide from the
Resources page.
Cookie Rubric
Delicious
Number of Chip in every
chips
bite
Tasty
Edible
Yuck
Chips in 75%
of bites
Chips in 50%
of bites
Too few
chips
Texture
Chewy
Chewy middle,
crispy edges
Crunchy or
uncooked
Like a dog
biscuit
Color
Golden brown
Too brown or
too light
Very brown
or very light
Burned
Overall
taste
Home baked
taste
Quality store
bought taste
Tasteless
Tastes
terrible,
burnt, stale
Richness
Rich, creamy,
High fat
Medium fat
content
Low-fat
flavor
Nonfat
flavor
Characteristics
of a Rubric
A scoring guide which:
 Directly examines learner performance on
“worthy intellectual tasks” (Wiggins)
Grant Wiggins and Jay McTighe. (1998) Understanding by Design.
Characteristics
of a Rubric
A scoring guide which:
 Describes different performance criteria
 Defines precise requirements
Characteristics
of a Rubric
 Type of authentic assessment
 Allows for varying levels of expertise
 Gives a range or continuum of performance
levels
Characteristics
of a Rubric
 Scaffolds learner improvement
Benchmark descriptions define task
competencies or criteria
Helps teachers identify areas each
student needs to improve
Allows students to understand how to
improve projects and get a better grade
Characteristics
of a Rubric
 Both a formative and a summative
assessment
Formative assessment because it defines
criteria for student performance in
advance
Summative assessment because it will be
the basis for determining a grade for the
project
Why Use Rubrics?
 Rubrics can be an integral part of the
teaching and learning process
Give students a basis for selfassessment
Promote independent learning
Eliminate vague assessment criteria and
overly subjective performance behavior
Teachers Use
Rubrics to…
 Answer the question “Why
did you give me a D?”
 Define expectations for
learners and for themselves
by clearly showing students
how their work will be
evaluated
 Link assignments clearly to
curricular goals
?
?
?
?
?
D?
?
?
?
?
?
Teachers Use
Rubrics to…
 Inform instruction as criteria are defined
 Provide an effective means to evaluate
skills and processes, especially those (like
PBL) which don’t lend themselves to a
simple objective assessment approach
Teachers Use
Rubrics to…
 Communicate specific information
to parents and other
stakeholders about student
performance and learning
objectives
 Provide helpful feedback
regarding the effectiveness of
instruction
 Provide benchmarks for
evaluating student progress
Students Use
Rubrics to…
?
?
?
?
?
D?
?
?
?
?
?
 Answer the question “Why
did I get a D?”
 Take more responsibility
for their learning
 Increase independence
 Lower anxiety about
assignments and projects
Students Use
Rubrics to…
 Get involved in the
teaching/learning
process through self
and peer evaluation
 Heighten awareness
regarding concepts and
learning processes (by
constructing their own
rubrics)
When Should I
Use a Rubric?
 “Real life learning”
 To address complex and
subjective criteria
 For non-objective types
of assignments
When Should I
Use a Rubric?
 When the nature of the learning is not cut
and dried, i.e. there is no “right” answer
and no “wrong” answer
 Technical projects
 Project-based learning
Holistic Rubrics
 Evaluate students’ work
as a whole
 See Resources for an
example of a holistic
rubric.
Analytic Rubrics
 Assesses components of the project in
progress and when finished.
 One example would be the chocolate chip
cookie rubric.
 See another example in Resources.
Review
This module covers:
 Characteristics of rubrics
 How rubrics can guide learners
 How rubrics help teachers adjust
instruction
 Types of tasks that are appropriate for
the use of rubrics
Preparation
In the next module,
creating rubrics will be
discussed.
Before watching the next ADAM,
read more about authentic assessments and
rubrics from the Resources web page.