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
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Rubric for a rubric
Transcript of Rubric for a rubric
Intention How to identify and
how to create
a successful rubric Selena Hinchco MEd(Hons) What is a rubric? A rubric is an assessment tool which enables teachers and students to assess student learning against specific criteria (Arter & Chappuis, 2006). Advantages... Disadvantages... Guides teaching and learning Provides focus for the teacher Consistency across a team of teachers An instructional rubric... Formative assessment... Self and peer assessment Involves students Feedback & feedforward Goal setting and summative assessment... Reporting to parents Track progression School wide data analysis Rubrics are not self-explanatory Badly written rubrics Issues of validity,
use the Indicators of Progression Reliability, be specific and moderate How do I use rubrics to support
my students learning? As a team how do we use rubrics to support our students learning? Creating a
successful rubric... No ‘right’ number of levels
‘Central tendency’, be specific and objective
Labels, not grades
Curriculum levels may be too broad. Beginner Developing Accomplished Outstanding
Attempted Acceptable Admirable Awesome
Needs work Good Excellent
Glass Crystal Diamond
Not Yet Sometimes Always
Bronze Silver Gold What do I want my students to know ?
What do I want my students to be able to do ? Use the Indicators of Progression Based on school Technology Programme of Learning Criteria need to be… Build from a picture of excellence specific One idea per rubric row. Highest level first, then lowest level, middle levels last
"Yes", "Yes but", "No but", "No". First person e.g.“I can…”
Present tense e.g. “I can…”, not “I did…” or “I will …”
Positive e.g. "I can...", not “I cannot…” Language... descriptive objective Student friendly language
Correct technology terminology
Keep the level parallel What next? Trial and review rubrics
Rubrics can encourage reluctant teachers to focus on the new components
Rubrics are more successful when they are written by the teacher who uses them
Use exemplars of your students work to guide your rubrics
Co-construct rubrics with students CHECK POINT Rubric for a rubric... Leadership and Assessment Facilitator, University of Auckland firstname.lastname@example.org