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Foothills Academy - Alternative Practicum

Kirsten Medd

on 22 May 2013

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Transcript of Rubrics

The Power of using Rubrics Why use a rubric? Students Parents Teachers Where to Make a Rubric Involve Students Do's and Don'ts Design it Backwards Summative Tasks When to use a rubric Part of Ontario assessment standards
Large project that supplements the final exam in math courses
Serve as a review to key concepts in an application or extension setting
Help to reduce test anxiety, and differentiate the final assessment
Can be cross curricular
Story that incorporates math concepts learned
Murder mystery-solve using math Determine the key ideas for the task
These will be the categories for the rubric
What is it that you want students to accomplish with this task? What evidence will show you that students understand?
These will be the beginnings of criteria for each category Have them list the qualities and characteristics of the assignment that should be assessed, and what traits would determine each level (Jackson & Larkin, 2002).
By assessing previous student work, have students evaluate the level they would assign, and why. This will determine the criteria for each level (Jackson & Larkin, 2002). DO
Ensure provincial standards are met and evaluated
Include criteria in each box
Clearly define each graduation and level within the rubric
Use positive language throughout
Collaborate, share, reflect and revise

Include too many levels (3 to 5 works best)
Use a rubric to evaluate every piece of student work Microsoft Word or Excel
Textbook Teachers Resource - BLM
Free, guides you through the categories for each type of work, contains pre-made rubrics
Rubric Builder
Must have license, has a library of criteria taken from curriculum expectations (ON) Feel less anxious about projects, produce higher quality work, and earn better grades (Schnieder, 2006)
Able to revise and improve work to higher standard (Schnieder, 2006)
Clarify the learning goals, objectives and grading criteria, therefore increasing student learning (Vandenberg, 2010)
Reduces student guesswork as to what the teacher is looking for
Breaks projects down into smaller chunks Can understand the objective of an assignment by reviewing the rubric
Reduces questioning of marks
Understand the authenticity of assignment (ie: How does this relate to the curriculum, why is my child doing this, this doesn't have a point) Scaffolds assignments for students
Flexibility in grading for students
Can be easily differentiated for different student needs
Increases objectivity in marking
Focuses commenting
Shows students where they can improve
Can reduce arguments about marks What is a rubric? An expanded checklist
Sets clear expectations and criteria to define the range of acceptable products
Breakdown of skills being assessed References Examples How do rubrics assist students with an LD? Guides the process
Allows them to builds on their strengths and interests
Differentiation of the task
Promotes revision and self-reflection on work
Can tailor to individual students
Provides immediate feedback Indirectly helps students to... Self-advocacy-what do I need to do in order to complete this project?
Taking initiative and responsibility for own learning
Critical thinking and problem solving
Social interactions, including conflict resolution, general communication
Can allow students within a group to build on one another's strengths, while improving others' areas of weakness How to make a rubric Kirsten Medd Student portfolios
Writing submissions
Rich learning, or open ended tasks
Long answer questions
Classroom performance
Large projects or presentations Where Else? Chapman, V.G., Inman, M, D. (2009). A conundrum: rubrics or
creativity/metacognitive development. The Education Digest. 87(3), 198-202. Retrieved from www.eric.ed.gov.

Jackson, C. W., Larkin, M. J. (2002). Rubric: teaching students to
use grading rubrics. Teaching Exceptional Children. 35(1), 40-45. Retrieved from http://web.ebscohost.com.

Schneider, F. J. (2006). Rubrics for teacher education in
community college. The Community College Enterprise. 12(1), 39-55. Retrieved from http://web.ebscohost.com.

Vandenberg, A., Stollak, M., McKeag, L., Obermann, D. (2010).
GPS in the classroom: using rubrics to increase student achievement. Research in Higher Education. 9(1), 1-10. Retrieved from http://web.ebscohost.com. Can be very timely and difficult to develop
Don't evaluate all types of work
Must be able to anticipate the variety of responses
May limit creativity if expectations are too specific
Student's don't feel the need to improve their work beyond what the rubric indicates (Chapman & Inman, 2009) Drawbacks Math Included
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