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Se NT at Ion: La M Is

The document discusses authentic assessment and rubrics. It states that authentic assessment requires students to generate their own responses to questions based on real-world tasks, rather than just testing their knowledge. A rubric is a scoring tool that lists criteria for evaluating student work and provides descriptors for varying levels of quality or proficiency. Developing a good rubric involves describing the task, establishing a scale or levels of performance, identifying dimensions or criteria, and writing descriptions for each level of performance on each criterion. Rubrics can be either analytic, breaking down performance on specific criteria, or holistic, assessing performance across criteria as a whole.

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Racelle Lamis
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16 views30 pages

Se NT at Ion: La M Is

The document discusses authentic assessment and rubrics. It states that authentic assessment requires students to generate their own responses to questions based on real-world tasks, rather than just testing their knowledge. A rubric is a scoring tool that lists criteria for evaluating student work and provides descriptors for varying levels of quality or proficiency. Developing a good rubric involves describing the task, establishing a scale or levels of performance, identifying dimensions or criteria, and writing descriptions for each level of performance on each criterion. Rubrics can be either analytic, breaking down performance on specific criteria, or holistic, assessing performance across criteria as a whole.

Uploaded by

Racelle Lamis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ON

A TI
N T
S E
E
TS PR
IN
P O MI
A
R .
EED
L

O WLL
P ACE
R
PERFORMANC
E TASK
KNOWING THE
FACTS AND
DOING WELL
ON TESTS OF
KNOWLEDGE
DO NOT MEAN
THAT WE
UNDERSTAND.
Grant Wiggins and Jay
McTighe (1998) 
YOU’VE GOT TO GO
BELOW THE SURFACE...

DEPARTMENT OF EDUCATION
TO UNCOVER REALLY ‘BIG IDEAS,
AND DEEPER UNDERSTANDING ’

DEPARTMENT OF EDUCATION
PERFORMANCE TASK

...allows learners to show what


they know and are able to DO
in diverse ways.

DEPARTMENT OF EDUCATION
What other skills do we want our learners
to acquire?
Observing

Communicating Inferring

Recording Making
Data Basic Models
Proces
s Skills
Measurin Comparing/
g Classifying

Asking Making
Questions Decisions

DEPARTMENT OF EDUCATION
What other skills do we want our learners
to acquire?

Decisio
Problem n
Solving Making
HOTS
Skills
Creative Critical
Thinkin Thinking
g

DEPARTMENT OF EDUCATION
AUTHENTIC ASSESSMENT

Authentic because

 They require students’ active generation of a response that is observable either directly

or indirectly thru a permanent product ; students construct their own answers


to questions.
 The nature of the task and context in which the assessment occurs are based on

real-world situations.

DEPARTMENT OF EDUCATION
What are the features of
AUTHENTIC ASSESSMENT?
Construction Easy

Scoring Takes more time; requires objective scoring

Administration Longer time

Abilities HOTS & Integrated Thinking Skills,


measured Social & Communication skills

Incentive to Encourages pupils to learn how to organize their own ideas and express them
pupils effectively

Who assesses May be the teacher, examiner, self, peers

Message Beyond one answer mentality; elicit responses that approximate life skills
What is a RUBRIC?

Rubrics are not a form of assessment, but


are the criteria for making an
assessment.
A rubric is a scoring tool
It lists the criteria for a piece of work

DEPARTMENT OF EDUCATION
What is a RUBRIC?

It articulates gradations
of quality for each
criterion, from
excellent to poor.
As such, they support
the mandate for
authentic (“real world”)
assessment stated in
national standards
across the curriculum.

DEPARTMENT OF EDUCATION
What is a RUBRIC?

Because rubrics set forth precise criteria,


teachers are better able to assess skills
that may fall outside the scope of
traditional testing.
Consistent scores attached to each level of a
rubric, such as 1 through 5, can provide
an objective basis for assigning grades.

DEPARTMENT OF EDUCATION
What is a RUBRIC?

A rubric is a working guide for students and teachers, usually


handed out BEFORE the assignment begins in order to get
students to think about the criteria on which their work will
be judged.

A rubric enhances the quality of direct instruction, by


providing FOCUS, EMPHASIS AND ATTENTION to
particular details as a model for students.

DEPARTMENT OF EDUCATION
What is a RUBRIC?

Rubrics will provide


the SCAFFOLDING
necessary to improve
the quality of their
work and increase
their knowledge.

DEPARTMENT OF EDUCATION
Components of RUBRIC

DEPARTMENT OF EDUCATION
Developing a RUBRIC

Task Description
What is the student
supposed to do?
 Examples: write an essay,
perform a concerto, make an
oral presentation.
 At the top of a sheet of
paper, place the full
description of the
assignment.
 Begin a grid
DEPARTMENT that is headed
OF EDUCATION
Developing a RUBRIC

Scale (Level)
How well or poorly has the
student done on the task?
Sophisticated, competent, partly
competent, not yet competent.
Exemplary, proficient, marginal,
unacceptable.
Advanced, Intermediate, Novice.
Distinguished, proficient,
intermediate, novice.
Accomplished, developing, beginning.
(Huba and Freed,
DEPARTMENT OF EDUCATION
Developing a RUBRIC

Dimensions (Criteria)
Dimensions break down a task into
components and identify the
importance of these components.
Dimensions are descriptive, not
evaluative (e.g., “organization” not
“good organization”).
Dimensions help students see that
the work they are doing is
multidimensional and draws on
multiple abilities.
DEPARTMENT OF EDUCATION
Developing a RUBRIC

Description of the
Dimensions (Descriptors)
Rubrics should contain at least a
description of the highest level of
performance.

With experience and in response to


the complexity of the performance,
descriptions of all levels can be
written.

DEPARTMENT OF EDUCATION
Developing a RUBRIC

Description of the
Dimensions
(Descriptors)
Students need not fit cleanly into
a single category. On oral
presentation skills, a student
might speak in a clear voice but
lack eye contact.
 Descriptions for each level help
students see that the work they are
doing does have varying levels of
achievement. There is a
difference between poor and
DEPARTMENT OF EDUCATION
5 3 1
Developing a RUBRIC

Rubrics are written on paper,


not stone.

Start with a basic rubric and


improve it with each use.

Discover new dimensions for


the rubric while grading
current student work.
DEPARTMENT OF EDUCATION
Analytic and Holistic RUBRICs

An ANALYTIC RUBRIC articulates levels of performance for each


criterion so the teacher can assess student performance on each
criterion.
In contrast to an analytic rubric, a HOLISTIC RUBRIC does not list
separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing
performance across multiple criteria as a whole.

DEPARTMENT OF EDUCATION
HOLISTIC RUBRIC

DEPARTMENT OF EDUCATION
ANALYTIC RUBRIC

DEPARTMENT OF EDUCATION
APPLICATION

Develop an Analytic Rubric for


the following:
Essay/ Written Report
Model/ Realia
Laboratory Report
Oral Report
Investigatory Project/
Research Work
Poster/ Drawing
Field Work/ Laboratory
Performance
SloganDEPARTMENT OF EDUCATION
www.rubistar.4teachers.org

DEPARTMENT OF EDUCATION
www.rubistar.4teachers.org

DEPARTMENT OF EDUCATION
www.rubistar.4teachers.org

DEPARTMENT OF EDUCATION

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