Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Rubric or Conversion Scale
Transcript of Rubric or Conversion Scale
4 Extremely rigorous expectations. Typically a demonstration of understanding at the 80th percentile nationally or higher
3 Demonstrates performance that meets grade level expectations and rigor.
2 Demonstrates performance that is below grade level expectations
1 Demonstrates extremely low performance or zero performance
A grading scale with more marks or delineations does not increase academic performance or have more educational value. Would an A-F scale that includes an E grade increase student performance? For example:
Efficiency and Subtraction
Grading using a rubric is much more efficient because the calculation is much more simple. Spend the time savings on actionable feedback and meeting the needs of learners who are struggling.
Why are these not rubrics?
These are not rubrics because they do not necessarily designate a higher level of rigor. They only designate a higher level of accuracy. If someone argues that they do designate a higher level of rigor, it is only a higher level of rigor due to a higher level of accuracy. We want to broaden the scope of rigor.
1-6, 0-5 or 1-4?
Is there enough educational value or associated increase in student performance that makes more delineations worth the time? Subtract when you can. Spend the time savings on strategies that will increase student performance.
2- Please meet with me for the last 10 minutes of class tomorrow for a clinic on integers.
97,95,55,75 averages to a 80.5, you therefore have a B-.
4 The student is able to explain in writing or through diagrams why one half plus one half is not two fourths.
3 The student is able to add and subtract fractions
2 The student is hit or miss in their ability to subtract and add fractions
1 The student has demonstrated little or zero understanding
Rigor as opposed to accuracy
Notice that demonstrating little or zero understanding equals a 1. For all intents and purposes, not understanding or failing to even try (not completing an assignment) earns the same credit. There is not much educational value in measuring the difference. Subtract teacher efforts that do not lead to increased performance.
Remember this should be a school-wide collaboration at some level
Determine a simplified
rubric 0-4, 1-5, etc. with accompanying definitions
Determine which mark signifies the lowest level of proficient
Determine the conversion scale for the
Make sure all staff are able to use the rubric. Don't leave others in the dust.
Fine tune the accompanying definitions of the simplified rubric to meet the needs of a specific assignment/assessment as needed