Rubrics in Authentic Assessment - Recently Updated Pages

Creating and Organizing the Rubric

lyndapatterson — Thu, 08 Nov 2007 14:33:02 CST

It is important to select criteria for evaluation that is strongly based on research and experience. One way to develop a rubric would be to follow the six step process:

1) Look at models or examples of the performance or product at your grade level in order to distinguish quality work.

2) Establish the characteristics which will be used to assess the performance or product.

3) Determine the number of levels, keeping in mind that three is appropriate for younger children, while four or six is desirable in the elimination of a middle level.

4) Develop descriptions for each of the levels. Use specific descriptions that are easily observable and will demonstrate understanding.

5) Allow the students to explore the rubric using the same samples used to create it.

6) Edit and enhance the rubric as needed. Rubrics should define what students know and are capable of doing so that the tool is meaningful and empowering to them as well.

When creating a rubric, it is important to look at your purpose for the rubric and choose the best one to suit your needs.

Allowing your learners to contribute their thoughts in the creation process can be beneficial, as it can empower the learners.

http://teach-nology.com/web_tools/rubrics/general/

Emerging Professional Opinions

JamieR27 — Thu, 08 Nov 2007 09:46:57 CST

Where do you see the rubric fitting in the context of your career as a teacher and more specifically in your future classroom?

I can see rubrics as a tool to find the baseline in my future classrooms. It could be a very useful tool to find out where my students are and where I need to take them. I would use it as a part of the whole assessment package, to support my decisions as a professional. - Cheri, Nancy, Kim

References

JamieR27 — Wed, 07 Nov 2007 19:28:56 CST

Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using
performance criteria for assessing and improving student performance
(Ed.). Thousand Oaks, California: Corwin Press.

Council of Chief School Officers (2007). Early Childhood Projects. Retrieved October 12, 2007 from the World Wide Web:
http://www.ccsso.org/

Evergreen Curriculum. (2002). Assessment and Evaluation. Retrieved November 3, 2007 from the World Wide Web:
http://www.sasked.gov.sk.ca/docs/ela/assessment/assessment01.html#1

Gullo, D. (2005). Understanding assessment and evaluation in early childhood
education (2nd ed.). New York, NY: Teachers College Press.

Martin, S. (2007). Observation and portfolio assessment in early childhood (4th
Ed.).Toronto,Ontario: Pearson Addison Wesley.

Mueller, Jon. (2006). Authentic Assessment Toolbox. Retrieved October 8, 2007 from the World Wide Web:
http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm

Nixon, A., & Wood, M. (2001). Rubrics: A handbook for construction and use.
Lanham, Maryland: The Scarecrow Press.

Saskatchewan Professional Development Unit. (ND). Rubrics: When? Why? How?: Connecting the Pieces, 7-13.

Taggart, Germaine L. (2001). Rubrics, A Handbook For Construction And Use. Lancaster, Pennsylvania: Techomic Publishing Co., Inc.

Zimmaro, Dawn M. (2006). Developing Grading Rubrics. Retrieved on October 6, 2007 from the World Wide Web:
www.utexas.edu

Case Western Reserve University. (2005). Building Rubrics. Retrieved on October 6, 2007 from the World Wide Web:
www.case.edu

Asmus, Edward P. (1999). Rubrics: Definition, Benefits, History and Types. Retrieved on October 6/07, from www.music.miami.edu

Home

ritasingharath — Wed, 07 Nov 2007 16:35:46 CST

WHAT IS A RUBRIC?

According to Arter and McTighe (2001), a rubric is a tool used for scoring which contains a criteria and a performance scale. It clearly explains the most important components of a complex demonstration or product and links it to a point value.

The text Understanding Assessment and Evaluation in Early Childhood Education (2005), defines the rubric as a written set of guidelines that details performances and products of varying quality, including explanation of what to look for at each level of achievement.

Sue Martin (2007) connects the rubric to indications and demonstrations of learning rather then just performance, allowing for subtleties in a child’s movement towards the learning goal.

A rubric is simply a scoring guide for evaluating student work. It lists the important criteria that will be assessed and highlights the levels of quality for the criteria.

Rubrics always describe the top level of achievement for a product or performance and a low level with others in between.

Teachers can use rubrics to assess students, have students assess themselves and have students assess their peers.

It is important to know that a rubric is just one of many tools available to collect information when assessing a learner.

View a Digital Story on Authentic Assessment:
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Rubrics for Regina Public Schools
http://web.rbe.sk.ca/assessment/Rubrics/

Rubrics in the Evergreen Curriculum

ritasingharath — Tue, 06 Nov 2007 18:08:14 CST

The Evergreen Curriculum states that rubrics are a form of summative assessment. Summative assessment is defined as the collection data to measure the product of learning.

Sample rubric for writing:
http://www.sasked.gov.sk.ca/docs/ela/assessment/p172.html

Sample rubric for narrative writing:
http://www.sasked.gov.sk.ca/docs/ela/assessment/p173.html

Sample rubric for explanatory writing:
http://www.sasked.gov.sk.ca/docs/ela/assessment/p173.html#1

Sample rubric for inquiry and research skills and strategies:
http://www.sasked.gov.sk.ca/docs/ela/assessment/p174.html

Sample rubric for assessing student portfolios (art):
http://www.sasked.gov.sk.ca/docs/artsed/pdf/rubrics/student_portfolios.pdf

Sample rubric for assessing the creative process (art):
http://www.sasked.gov.sk.ca/docs/artsed/pdf/rubrics/creative_process.pdf

Sample rubric for inquiry and research skills and strategies (art):
http://www.sasked.gov.sk.ca/docs/artsed/pdf/rubrics/inquiry_research.pdf

Professional Opinions on the Rubric

epsyrubrics — Sun, 04 Nov 2007 10:57:53 CST

We would like to invite the input of elementary educators that have some experience in the use or development of rubrics . Please include your position or role and share some information on how the following questions directly pertain to you.
Questions for consideration (but not limited to):
How have you used a rubric?
Have you ever developed a rubric?
Why use a rubric?
What is the value of the rubric in the context of your classroom?

Dean Shareski
Digital Learning Consultant
Prairie South School Division

Have you used a rubric?
Yes
Have you ever developed a rubric?
Yes
Why use a rubric?
Creates clear understanding for students and teachers in terms of what levels of assessment look like. Encourages feedback loops. Students will present and demonstrate learning and often consultations will allow them to try again.
What is the value of the rubric in the context of your classroom?
Although I'm not currently teaching in the classroom, I've used it in many contexts from developing workshops to adult education. It's value lies in the clearness and descriptive nature. It assumes that traditional grading on a 100 point scale or even letter grades where - and + are used, unfairly and unrealistically tries to differentiate at too small a scale. Generally 4 point rubrics are most preferrable.

Nicole
Grade Two Teacher
Regina Public School Division

Have you ever used a rubric?
Yes

How have you used a rubric?
I used rubrics quite frequently to assess students' performance based on the objectives of my lesson. I have created many rubrics with the students. We discuss the objectives of the lesson together (before the students start their project) to ensure students' understanding of the expectations.

Why use a rubric?
Rubrics provide an outline of expectations created by both the teacher and the student. A rubric can be created to assess both the process and the product. The children are part of the process and understand what the expectations are before beginning the assignment. As well, students can use rubrics as a tool to develop their abilities.

What is the value of the rubric in the context of your classroom?
In my classroom, we use various forms of assessment, such as portfolios, anecdotal records, participation checklists, self and peer assessments and rubrics. Rubrics are a very valuable assessment tool. Depending on the rubric, it can be re-used for various other activities. The children love creating a rubric together as a class. Rubrics give students a clear understanding of the objectives of a lesson. Since I teach grade two, we usually create rubrics with three or four points.

Authentic Assessment and the Rubric

delmagja — Sat, 03 Nov 2007 23:37:36 CDT

"Authentic assessment is an assessment strategy where students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills" (Mueller, 2006).

"Authentic assessment is assessment of learning that focuses on performance of skill or knowledge in a manner within appropriate context; naturalistic, developmentally appropriate; and culturally sensitive evaluation of children using observation and other informal methods of data collection" (Martin, 1999).

The rubric can be implemented as a tool for collecting authentic assessment because it has many characteristics that occur within it.

The criteria in a rubric outline the performance skill or knowledge that you want from your students. The students may even take part in the contribution to the rubric with the teacher. This creates a student-contributed/centered approach.

The rubric will be developmentally appropriate and culturally sensitive in the criteria.

The hallmark of a rubric is that it allows students to pinpoint what is expected of them so that they can approach an activity in a way that is much more naturalistic.

Rubrics are a form of guided observation for a teacher that que for specific areas of interest to be watched for when data is collected.

How Rubrics Relate to Authentic Assessment

Authentic Assessment Characteristic and Connection to Rubric

Holistic- Looks at many different aspects of an evaluation.

Observation- Is a tool for guiding observation. Allows the teacher to remember what to look for in order to assess. It highlights the importants parts/skills that are being promoted and developed through the activity.

Variety- Uses many different criteria and degrees in assessing the product. This allows for an assessment that is holistic because it focuses on many aspects of a project rather than just one. This means that a student will have many ways to succeed.

Process Focused- Acts as a guide for students in understanding what is expected so that a process of tasks leading to the completion of the project can occur. It is much easier to focus on a task when we can see clearly what that task is. In a sense it provides a framework to work backwards from an imagined and very well outlined product so that the student has an idea of what to emphasis and highlight through a conceptualized framework of what is being looked for.

Real Life Events- Often is used for observing student projects and presentations. Example-Evaluating Speeches.

Child Contributes- If the child helps in making the rubric for assessment this can create ownership and higher thinking activities as they see themselves and their work from a new perspective.

Other rubric features that authentic assessment tries to approach include:

Authentic Assessment

Performing a Task

Real-life

Construction/Application

Student-structured

Direct Evidence

Why Use the Rubric in Early Childhood?

ritasingharath — Sat, 03 Nov 2007 23:13:46 CDT

The most important reason for using rubrics are to assist teachers in the evaluation of complex skills and learning samples, and to support students in understanding and mastery of those skills that are present in all the Saskatchewan curricula.

Teachers can see what areas need improvement and plan accordingly to meet the needs of the students.

Rubrics can also be useful in professional reflection, which is another important component of programming for young children. It has the potential to look at personal interactions, growth, and can assess the diversity of an environment.

A focus on learning and development is a child-centered approach and within this focus, observation is key. The Saskatchewan rubrics guide states that “When we “observe” …. One of the most effective (and simplest) ways to assess them is to use a rubric that clearly describes what we can expect…” (p. 7).

Rubrics, like any other form of assessment, are one piece of the pie in the early childhood setting. They fit well with developmental checklists, anecdotal records and portfolios, but they are not meant to be the only assessment method used.

One of the most vital components of early childhood education is the family and the rubric can be an excellent tool for opening communication and creating understanding about developmental expectations, assessing the home learning environment, and introducing techniques and language that can be used in the home.

Nixon and Wood state that “Rubrics offer suggestions so adults can guide and reinforce development of realistic goals in preschool settings… rubrics can facilitate learners to look at themselves in positive ways while continuing to take steps towards their goals” (2001, p. 53).

Rubrics make it possible to view the baby-steps and see the growth developing within the child. They also allow teachers and parents to see the strengths of the child.

It is more likely that children will be more successful when they know what is expected of them and rubrics give a definite outline for those expectations.

Rubrics encourage the teacher to look at the child as constantly emerging and changing.

Advantages and Disadvantages of the Rubric

ritasingharath — Sat, 27 Oct 2007 15:52:05 CDT

Holistic Rubric Advantages

Quick scoring and they provide an overview of student achievement.
Easily obtain a single dimension if that is adequate for your purpose.

Holistic Rubric Disadvantages

Not very useful to help plan instruction because they lack a detailed analysis of a students strengths or weaknesses of a product.
Do not provide very detailed information.

Analytical Rubric Advantages

Provides meaningful and specific feedback along multiple dimensions.
Scoring tends to be more consistent across students and grades.
Easier for the teacher to share with students and parents about certain strengths and weaknesses.
Helps students to better understand the nature of quality work.

Analytical Rubric Disadvantages

It is more difficult to construct analytical rubrics for all tasks.
Tends to be quite time consuming.
Lower consistency among different raters.

Advantages of Rubrics in General

Forces the teacher to clarify criteria in detail.
Useful feedback for the effectiveness of instruction.
Motivates students to reach the standards specified.
Narrows the gap between instruction and assessment.
Flexible tool, having uses across many contexts, in many grade levels and for a wide range of abilities.
Potential to be transferred into grades if necessary.
Can offer a method of consistency in scoring by clearly defining the performance criteria.
Giving the child more control of their own learning process.
Potential to open communication with caregivers.

Disadvantages of Rubrics in General

Rubrics can also restrict the students mind power in that they will feel that they need to complete the assignment strictly to the rubric instead of taking the initiative to explore their learning.
If the criteria that is in the rubric is too complex, students may feel overwhelmed with the assignment, and little success may be imminent.
For the teacher creating the rubric, they may find the task of developing, testing, evaluating, and updating time consuming.

Like with anything, there are many opinions on the rubric. Give this youtube video a little consideration. What do you think?

Classroom Application: Using the Rubric in Early Childhood

ritasingharath — Sat, 27 Oct 2007 15:47:42 CDT

Rubrics are an effective way to reveal to children how they will be assessed and in return, they will examine the standards and try to achieve them.

A rubric can be used throughout the classroom in many ways:

In assessing written assignments such as poems and stories.

In role play and dramatic play centres.

In presentations such as songs and puppet play.

In assessing developmental milestones such as language or personal and social development (dressing one self and eating habits).

In assessing a child's readiness to learn.

In cooperation with report cards: using the specific categories that are outlined in the final report card (ex// Beginning, Developing, Independent) and applying them to the rubric. Effective and efficient in transferring assessment to the final evaluation.

In assisting the teachers, as well as the parents, in looking at the whole child.

Rubrics can be used to make subjective judgements about a child's work or developmental status and more objectively through clearly stated criteria for performance or expected knowledge.

Introduce rubrics through age-appropriate media (ex// drawing)

Types of Rubrics

ritasingharath — Sat, 27 Oct 2007 15:42:45 CDT

The Saskatchewan guide on rubrics outlines the holistic and the analytical as the two major types of rubrics.

A holistic rubric considers the basis of the overall impression the product or performance creates, and the effectiveness of the work as a whole. This type of rubric does not list specific levels of performance and should be chosen when quick judgements need to be made.

An analytical rubric is the opposite of a holistic rubric. It breaks down a product or performance into its essential features then describes levels of performance in detail. This type of rubric should be used when you want to provide feedback along several dimensions and want to assess complicated skills. Analytical rubrics can help teachers collect data and target instruction to particular areas that require attention.

There are also other types of rubrics that can be used in assessment:

A general rubric contains criteria that can be used across similar performances. General rubrics are those most associated with holistic rubrics because they too tend to provide quick judgements.

A task specific rubric is quite simply what it states. The rubric is created for a specific task and you would not be able to use the same rubric across multiple performances. Task specific rubrics are most associated with analytical rubrics because they also provide feedback along several dimensions.