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Exploring Rubric Design
Transcript of Exploring Rubric Design
use a range to rate performance
contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met Focus of the score reported is on the overall quality, proficiency, or understanding of the specific content -- assessment on a one-dimensional level. Should be used when fairly focused type of response is required; that is, for performance tasks in which there may be one or two acceptable responses ans creativity is not an essential feature of the students' responses. Review outcomes and make certain that what students are asked is congruent with the outcomes.
Brainstorm a variety of ways students will be able to demonstrate their mastery of the outcomes.
Take into consideration the opportunities that web 2.0/3.0 technology brings to student assessment Consult the professional literature to identify rubrics that have been refined using professional standards and empirical research.
If possible, adapt an existing rubric to match your assessment activity/course. First steps in designing the supporting rubric are to:
Match the course/unit objectives to the portion of the assignment that addresses the objective
Clearly state the purpose and objectives of the assignment
Develop scoring criteria that address each objective
Determine if all objectives are measured through the scoring criteria, and if any of the scoring criteria is unrelated to the objectives. Once you have decided on the "content" of the demonstration, list the criteria for what you think counts for quality work Break criteria into distinct categories:
describe what constitutes a "quality" effort in each category
then describe what constitutes an "OK" effort in each category
next, describe what constitutes a "below average" effort in each category
and finally, describe what constitutes a "failing effort" in each category Scale usually ranges from 2-5 points - use even number range if possible, so there is no true median number Check for clear and concise language that will not be misinterpreted or misunderstood.
Avoid unnecessary negative language. We all respond better to being told what is working and how we can improve than we do to what is wrong. Weight items: evidence of critical thinking, development of ideas, etc. to assure that the appropriate items are receiving the correct emphasis For example A completed rubric may look like... At the end of each term Next Avoid Exploring Rubric Design