rubrics their institution developed can be used to reliably
3 Chunking Strategies That Every Instructional Designer Should Know - 8 views
Copyright Clarity: Using Copyrighted Materials for Digital Learning - 11 views
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http://www.bakeru.edu/images/pdf/Res_facultystaff/Faculty_Moodle_Tutorial.pdf - 0 views
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This website has been SOOOO helpful! It is a very detailed tutorial for Moodle users. It has everything from the most basic Moodle tips to setting up the most complex and intimidating features Moodle has to offer. This will be really nice once the class is over and I still have questions!
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Edmodo | Home - 2 views
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Edmodo is the BEST place to learn about all that is out there with technology. Join edmodo (it's free), then search for groups that meet your needs. I am in groups for AP English, flipping the classroom, ipad classroom, mac users, teaching 1 to 1, and more! Such a valuable website! When you join a community, you get great advice from teachers who teach what you teach. So valuable!
Media Repositories - SoftChalk - 1 views
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ollie_4: Building a Better Mousetrap - 1 views
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I understand why teachers want to allow students freedom to be creative in the process of completing a product that demonstrates learning, but the fact is that without the criteria for completion and mastery (two rubric dimensions) students won't know what exactly it is they are supposed to demonstrate to prove learning. Additionally, most students don't know where to go with a new product to demonstrate learning and to be creative with it. If they had that kind of mastery of a product/learning then they wouldn't have to be taught it in the first place. Rubrics or some identification of critical elements that demonstrate that learning has happened on the standards necessary is vital. -
Your comment about students not knowing where to go with a new product is huge. I have found that "regurgitation" of others notes/lectures/explanations/ideas seem to come through for many students. That creative component is difficult
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That's the key; creating valid and reliable rubrics that truly assess what needs to be assessed.
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well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy
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“Meaningfully” here means both consistently and accurately
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Very true. I am guilty of not always being consistent from student to student. Rubrics help, but also for me to complete the grading of an assignment in one sitting :) -
As an educator, I have the tendency to place in my rubric.....teacher impression in comparison to the peer group. Yes, that is one area students do not like because the view it as "opinion". This is usually from my A students who want the path of least resistance.
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I love rubrics because it not only helps me be consistent but it makes very clear my expectation on an assignment/project. If they ask a question I can often say, "refer to your rubric".
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“latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
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rubrics can help the student with self-assessment;
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the habits of mind practiced in the act of self-assessment.
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“Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
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two basic elements to a scoring rubric
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the vital “traits,” key qualities, or “dimensions,” to be rated
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“rating scale.
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I agree that this is powerful. But unfortunately, having the students build the rubric and then complete the product of the rubric becomes very time consuming. It is important to pick and choose when instruction will be furthered by the students' participation in the creation of the rubric and when it is not feasible because of the time commitment and loss of time that would need to be committed to another set of learning goals.
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I would agree with this. I think it also makes a difference if the purpose of the rubric is for final grading or scaffolding. Students may not have a good feel for the different levels when first tackling a topic/project.
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withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
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It is so unfair to students not to give them a rubric for assessment purposes. Without a rubric they are left in the dark to guess what the teachers wants, what the teacher expects, what emphasis the teacher is placing on various parts of the assignment, etc. Rubrics make assessment transparent rather than secretive!
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best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
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Is this a skill most teachers possess? It boggles my mind and intimidates me just reading about it. -
I would hope teachers have these skills - if not, they need to develop the skills in order to provide the best assessment procedures possible. There are many available resources - books, classes, etc. - for learning these skills.
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“Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels: “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
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A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
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longer scales make it harder to get agreement among scorers
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extremely short scales make it difficult to identify small differences between students.
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Seems to be an argument for something that is 'just right'. I think that would be better for the students also, as they can see what they need to do and not get confused
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However, that is a poorly written rubric. And perhaps a poorly written rubric with criteria that a student can follow is better than no guidance or standard at all?
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some rubrics are dumb.’”
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I agree completely! I love the example quoted below - this was one bright and creative student! Some rubrics are dumb, and this is why it is so extremely difficult to develop a "one size fits all" rubric! This is also why I feel teachers should be developing their own rubrics based on the needs and requirements of their subject area and class.
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Analytical or holistic
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It’s the design
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A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated
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mistake the design of specific rubrics with the concept of rubrics in general.
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analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
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document, “Best Practices in Student Outcomes Assessment.”
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If you visit the web page I cut and pasted this from, you will find that each item is hyperlinked to a full explanation of the step.
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“general” or “specific.”
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“analytic” or “holistic.”
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weight dimensions
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Steps in developing a scoring rubric
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With your colleagues
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Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric
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The collaboration among colleagues to create a rubric can not only create a much more reliable and valid rubric, but can also lead to professional growth (through the discussion) and improved instruction because of the collaboration and growth.
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I agree that this collaboration is well suited for bringing reliable and valid data. With the new "collaboration" mandate where we have over 30 hours to collaborate, documenting on Diggio can enhance the situation for true collaboration... :)
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Mary, that's so true. Diigo and other sharing forums like it will be incredibly helpful as we move to the new collaboration requirements. This is especially true when 30 hours of face-to-face time (depending on how it will ultimately be defined and delineated) might be impossible to find.
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second step is deciding who your audience is going to be.
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decide whether you need a rubric
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purpose of assessment is.
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a meta-rubric to assess our rubric
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. Chicago Public Schools web-site
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Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.
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I think this is important. It will take some careful consideration to phrase statements in a way that is descriptive of the expectation without judging it.
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I agree completely. When a student uses a rubric as a guide to how their work will be assessed it is not possible for them to define our meaning of the word "good" which is why that would not be a reasonable expectation on a rubric.
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advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning” (Skillings and Ferrell) and mitagate both teacher bias and the perception of teacher bias (Mathews).
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As mentioned earlier, having access to the rubric prior to instruction, and using it to self-evaluate provides the student with more guidance as they do their work.
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I think they make grading look more objective then subjective and that should help with students thinking teachers grade them lower than their peers simply because "they don't like me".
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I would like to see more resources that specifically show more designs that are for open-ended writing prompts and projects - this kind of student work is often expected to have different elements depending on the project, writing these rubrics is tricky!
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If the rubric is to be used by multiple teachers/scorers, reliability can be further increased by having "exemplars" of work at various levels and having some combined scoring practice to "calibrate" the scoring...similar to our group task for this week. We use this for scoring the ICAM tests.
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static elements encouraging students to simply make sure their essays have those features
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I think there is still a place for a few of these in a rubric - they identify key pieces that are expected in a final project. Unless you're going to have students continually revise until they are at the top level in every category, this kind of thing may be needed from time to time.
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I agree with you that this kind of thing may be needed from time to time to show the students that the essays need to have those features in the paper.
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I agree also, but those are only a small part of a good rubric and shouldn't be the emphasis of the expectation.
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if you feel that one dimension is more important than another.
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I always used this to emphasize the main point of the project, but still give some weight to other important pieces, such as organization and mechanics.
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Me also, it seems unbalanced to give the same weight to the non-essential but still important parts of an assignment, rather than weighting the most importart parts higher. -
I have done weighting before as well. I wonder if this causes some students to play the "points game." If they do the main element really well, can they still get the grade they want and not do the other elements. But I guess the good point would be that they got the main element.
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Look at some actual examples of student work to see if you have omitted any important dimensions.
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I think this is a really good idea. Many times we think our rubric is what we are looking for, but many times we might have missed a key point.
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I find that a lot in my teaching- I will develop a rubric for a specific assignment and then make modifications the next year, if I find something wasn't quite right after I used it to actually grade assignments.
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This is why making a template and being able to make modifications - add and subtract - each year or throughout the year makes things so much easier.
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educators in all disciplines to assess outcomes in learning situations that require critical thinking and are multidimensional
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I like this quote that explains in very simple terms what rubrics can be used for. It specifies the use of rubrics so educators understand their purpose, to be used for assignments that "require critical thinking and are multidimensional" so educators don't overuse them for the wrong assignments.
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“on what students have actually learned rather than what they have been taught,”
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I like this quote- it reminds me of another quote that says "If the students didn't learn, did the teacher really teach?" Good food for thought...
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What a concept! Love to read that this at a post-secondary institution.
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This is indicative of the changing paradigm from teaching and instruction to focus on learning, and I think that is the correct point of view for teachers/educators to take. I remember when I started teaching 25 years ago and was aghast at the teachers who were still devoted to the Bell Curve. The paradigm then, teach so that only the very top students can understand what you are instructing on, trick the students as much as you can, and, of course, don't worry about the ones who don't get it. We've "come a long way, baby."
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the rubrics their institution developed can be used to reliably score the performance-based and problem-solving assignments that now form a significant part of the undergraduate engineering curriculum at the University of California at Berkley.
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I find this encouraging that rubrics and standards based assessment is being done at a college level.
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When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
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I believe this is where it is important to have models of different levels of student work with explanations why the work is at that level.
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I agree with your comment about having different levels of student work to use as models. Have you tried providing the examples of different levels and letting the students use the rubric to determine which example fits which level? I have tried it a couple of times and it is a big eye opener for students. I need to make a point of doing it more often.
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they should articulate the vital features that they are looking for and make these features known to the student.
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This sentence is interesting because I have never heard that you shouldn't share rubrics with students- I have always thought students need to have the rubric as they work on the assignment, so it seems obvious that we should make those features known to the student.
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Items in a rubric shouldn't be a secret. I go over the rubric with my students so they understand what I want. That way I get what I want!
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both assess and encourage student learning
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This is a great reminder that rubrics aren't just used to assess student work, but also to encourage student learning. Often times, I think, rubrics are viewed as a way of assigning a student a grade. When in fact, they should be encouraging students to do well.
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the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction
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Student friendly language and needs to match what is being done in the classroom. Rubrics become impossible when students don't understand what is being measured or what is expected.
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Makes self-assessment more difficult as well as creates students that are unsure of the expectations, and inevitably the question, "Is this good enough?".
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prescriptive rather than descriptive
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Pilot test your rubric or checklist on actual samples of student work
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A step I have never done before. My pilot test was always with the first group of students I was using the rubric with. They were my guinea pigs. Keeping samples of student work to pilot test a new rubric on is a great idea.
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red, “
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Red in poetry means love....or murder, blood, death or despair. I know colleagues who "love" rubrics and I know colleagues who struggle to build a rubric that truly shows high expectations for students who "beat the system" by following the rubric, but not truly having the "spark" to the overall outcome.
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“The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
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Conveying expectations before starting an assignment helps the student focus as they are completing the assignment. Comments at the end of a paper are useless unless students are allowed to fix their paper after reading the comments. Not sure if the students learn much if they don't get feedback along the way so the final product can be a quality product.
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When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
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I would really love to do this, but I think this is much easier in a face-to-face class. I have ideas about how to do this online using Google Docs, similar to how we are doing it now in class. Anyone have any thoughts about how to do this?
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Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
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Often time kids what to do what they can to get the "A" grade instead of writing with their own style. We must be careful how we differentiate writing to ensure that kids still write their way.
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Both types of rubrics benefit the teacher and the student in varying degrees:
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If we can have rubrics that give students enough creativity but following basic forms of writing, we would have the best of both worlds.
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, it maintains the traditional gap between what the teacher knows and what the student knows
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When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental”
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Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
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college faculty need a shared vocabulary and a basic understanding of how rubrics operate.
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it maintains the traditional gap between what the teacher knows and what the student knows
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mostly
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1withholding
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1some rubrics
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you should consider your purpose and audience.
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Remind101 - 0 views
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This could be a great way to communicate with students in an online class by using cell phones to remind them of assignments/upcoming due dates/tests. It is free and students and teachers don't share their cell numbers.
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Iowa schools fear forced layoffs, cuts | The Des Moines Register | desmoinesregister.com - 0 views
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Iowa school officials could be forced to lay off teachers and make cuts to instructional programs
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As we try to improve our educational services the state must find ways to financially support those efforts
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Iowa Core - Iowa Department of Education - 0 views
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Characteristics of effective instruction and the professional development initiatives are being developed to help educators create student-centered classrooms focused on students and learning rather than teachers and teaching. Iowa teachers are expanding their knowledge of learning and pedagogy as they develop the content of the Iowa Core into rigorous and relevant lessons that help them teach for understanding and learner differences. The Department and educators across Iowa continue to investigate more informative, effective, and authentic assessment for learningto guide instruction.
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I thought this section of the Iowa Core stresses why we should learn different types of technology to move our classes into the 21st centruy skills.
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Soria1: La Familia Hispana - 0 views
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La quinceañera - En Estados Unidos celebramos la Sweet Sixteen. La Sweet Sixteen es una fiesta en honor de la muchacha que cumple dieciséis años. En una familia hispana hay una gran celebración en honor de la quinceañera. ¿Quién es la quinceañera? La quinceañera es la muchacha que cumple quince años. La familia siempre da una fiesta en su honor. Todos los parientes y amigos asisten a la fiesta. La quinceañera recibe muchos regalos. A veces los regalos son extraordinarios -como un viaje a Europa o a Estados Unidos, por ejemplo. Y si la quinceañera vive en Estados Unidos es a veces un viaje a Latinoamérica o a España.
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Las Meninas - Todos tenemos fotos de nuestra familia, ¿no? Muchos tenemos todo un álbum. No hay nada más adorable que la foto de un bebé -sobre todo (especialmente) si el bebé es un hijo, sobrino o nieto, ¿verdad? Muchas familias tienen retratos de su familia -sobre todo, las familias nobles. Aquí tenemos el famoso cuadro Las Meninas. El cuadro Las Meninas es del famoso artista español del siglo XVII, el pintor Diego Velázquez. En su cuadro, Las Meninas, vemos a la hija del Rey con sus damas y su perro. Vemos al pintor mismo de pie delante de su caballete. Y en el cuadro hay algo maravilloso. Más atrás en el espejo vemos el reflejo del Rey y la Reina. En el cuadro vemos a toda la familia real: al padre, el Rey; a la madre, la Reina; a la hija, la princesa.
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Online Learning Mini-Glossary - 0 views
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Netiquette Writing effectively means having a level of etiquette for how you write on the internet. Also referred to as "netiquette".
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Netiquette Writing effectively means having a level of etiquette for how you write on the internet. Also referred to as "netiquette".
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Edmodo | Home - 0 views
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Edmodo is my favorite place to go and learn all that is out there from other teachers! I have gotten so many great ideas, and the great thing about this site is that it is the "communities" are written by teachers who are using the different tools and know the ups and downs of them. Every teacher should use edmodo just for this feature!
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CultureGrams World Edition: Spain: Eating - 0 views
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SoftChalk : SoftChalk 7 - 0 views
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SoftChalk 7 is licensed by Heartland Area Education Agency License Name: S-Heartland Area Education Agency License Key: X53L-SBW2-S3A2-9Z1H-552L-2Z7L-JAWH-7W_7
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SoftChalk 7 is licensed by Heartland Area Education License Name: S-Heartland Area Education Agency License Key: X53L-SBW2-S3A2-9Z1H-552L-2Z7L-JAWH-7W_7
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Presentation Zen: Really Bad Powerpoints Blog - 0 views
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No more than 6 words to a slide? This may bring a culture shock to many - I guess that's the difference between actually presenting material, and just giving them a handout of information!
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Presentation Zen: Messages that stick - 0 views
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I like the acronym SUCCESs, though it's amazing how obvious these key principles are, yet we have made strides to steer away from using them! I'm really enjoying the aspects of unexpectedness, emotions, and stories - it only makes sense that when students become emotionally attached to the material, they will retain more.
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