rubric+ideas

On the sample assessment photo album that we received, there are several rubrics included. We are supposed to come up with a rubric for the course project - the photo album.


 * 1. Identify three or more essential qualities or traits to be demonstrated through the creation of the assessment photo album -here is where we can split up what we each focus on**
 * 2. Include a rating scale for each quality with a 1-3 range**
 * 3. Write descriptors of performance and indicators for the lowest to highest level for each quality or trait - with clear level distinction**
 * 4. Write the descriptors using parallel construction**

The purpose of the photo album is to demonstrate student achievement/learning over time using assessments - performance assessments/ authentic assessments/ task evaluation/ goals/ big ideas of unit....so the rubric should be directed toward those ideas. So.....qualities or traits to be demonstrated through the creation of the assessment photo album migh include - essential question addressed - BIG IDEA adequate assessments included - variety of assessment types -enduring understandings demonstrated

Maybe some information from our last application such as goals and standards addressed enduring understandings demonstrated essential questions addressed 21st century skills incorporated in assessment opportunities for student self-assessment

What do you think?????

How do we import a rubric to work with? If someone could import an outline for a rubric - four columns and maybe four or five rows - we could start documenting ideas and get it done. It makes me nervous that it is Tuesday and we don't have one started yet. I have tried to import one or even create one on this document, but I can't get it to work.

I don't have access to this site at school, so I can't get back to it until tonight. Hopefully, both of you will have a chance to read this and get some ideas generated and maybe import a rubric for us to work on. I will check back tonight.

I got an email from another group leader who suggested as Sarah did that we each take two topics and work on them - let's decide on what we want to focus on and get this going! Try to get something done tonight if possible so we can have it ready for tomorrow. Thanks!!!!

** Six steps to create a grading rubric: ** ** ( [] ) ** **  [|1.] Record the performance objective  ** ** Performance Objectives (also known as learning objectives) are statements which identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the instructional activity. ** **  Performance objectives should consist of 3 elements: -- Student Performance -- Conditions -- Criteria ** ** The Student performance is the observable behavior that a student will do to demonstrate that the lesson is learned. The conditions are the tools, resources and environment where the performance will take place. The criteria are the accuracy level assigned to the performance. As mentioned above, the rubric is the written document communicating the criteria to the student    ** **  [|2.] Identify the dimensions/tasks comprising the performance  ** ** Dimensions are the broad concepts or specific tasks the student should demonstrate when performing the activity. Dimensions can be specific tasks or they can address a variety of intellectual or cognitive competencies that target a specific academic discipline or involve multiple disciplines. The dimensions you use may also be defined by National Standards, degreed programs, or job-related competencies. Examples of dimensions for a group exercise analyzing a case study may include: • Contribute to the group discussion • Take responsibility for required work • Value others viewpoints • Analyze the study cooperatively • Present the outcome in a given format ** **  [|3.] Identify the potential gradations of quality  ** ** Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. --Example of a 3 level gradation: poor, average, excellent --Example of a 4 level gradation: beginning, developing, accomplished, exemplary --Example of a 5 level gradation: poor, fair, average, very good, excellent ** **  [|4.] Assign a point value to each graduation, and a total point value for the assessment  ** ** Assign a point value to each gradation of quality, and identify the total point value for the assessment. ** **  If you already know the total number of points for this assessment... Divide the total number of points by the number of dimensions to get the maximum point value for achieving the highest gradation for a dimension. For example, if the assessment is worth 15 points, and there are 5 dimensions, the highest gradation will be worth 3 points. Each gradation below this highest level should be valued at less than the 3 points. ** **  If you do not have a total number of points for this assessment... Identify the maximum number of points for achieving the highest level of quality. Assign a number to each of the lower levels of quality. Typically, the gradations are in increments of 1 point. Multiply the maximum point value by the total number of dimensions. This is the total point value for the assessment. For example, if you have 3 levels (poor, average, excellent) the highest level is worth 3 points, the middle level is worth 2 points and the lowest level is worth 1 point. If there are 7 dimensions, the total point value for this assessment is 21 points. ** **   [|5.] Identify the criteria for each level of quality within a dimension/task  ** ** Start with the best quality of each dimension. Simply list the specific expectations you have for the student. Then, for each level below the best quality, identify the flaws or missing elements which will cause the student to lose points off the best quality performance. ** **   [|6.] Create the rubric table  ** ** Your rubric will be a table. Each dimension should be in a separate row, and each gradation of quality should be in a separate column. Provide a place at the top of the rubric for your performance statement, an extra row for the header, and a column on the left to list the dimensions. If you plan to use this rubric as a method of feedback to the students. Create an additional column on the right side of the page where you can place the point values earned for each dimension. We have created a few templates as a starting point. **