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Rubrics and Formative Assessment
Transcript of Rubrics and Formative Assessment
Rubrics used to be headings or labels in a church or medical context... when to light the candle!
Around 1980 the term began to be used as
'a standard of performance for a defined population' within an educational context.
Criteria(headings!)- what elements of a task are being assessed?
Standards - the range of levels that might reasonably be expected within a class or grade.
What are rubrics most commonly used for?
To look at chosen criteria and expected standards
NAPLAN writing is assessed using a rubric
Let's look at two headings:
Translate these into a rubric for an information report...
*integration of performance and feedback
*self / peer evaluation, reflection
Where will yours take you?
So that's my journey so far!
It's changed into creating rubrics that work for my students and me (with my students!)
RUBRICS - What are they?
My students' reactions!
Students who were at the top (bottom!) of the rubric!
Students who were less than perfect...
This was the opposite of the learning experience I had planned!
*comments not grades!
*be clear about what the student has achieved and what still needs further work to improve
*be phrased as targets...already shared with students
Did it work?
But where does that leave us?
How can we use rubrics to achieve all this
and still get the data we need
for our assessment needs?
Dylan Williams says it should:
The best formative assessment:
*good feedback should be more work for the recipient than the donor!
Formative thinking is only effective if 'the information fed back is actually used in closing the gap...'
*essential that students attribute both failure and success to internal, unstable causes
THAT MEANS THEY CAN DO SOMETHING ABOUT IT!
The role of formative assessment...
This activity also used Bloom's HOTS of comprehension, evaluation and analysis (not to mention the speaking and listening outcomes achieved!)
Don't reinvent the wheel
(all the time!)
*Range of standards
Next, I want the students to start writing their own rubrics for Literacy, HSIE and Science projects / activities...
How could you make the INFO REPORT rubric student-friendly for your grade?
New National Curriculum Outcomes (for NSW!!!)
Objective C - thinking interpretively and critically
*recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning.
Objective E - reflecting on learning
*reflect on own learning achievements against specific criteria
*develop criteria for assessing their own and others' presentations
*criticially reflect on the effectiveness of their own and others writing, seeking and responding to feedback
One step at a time...
Peter Ryan Thinkers Keys
With this key you work out the quality standards for the work that you will be doing e.g. a project
Outline the specific skills you will use
Set the standards for each of those skills