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Embed code for: Rubric Training 2
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Socorro Independent School District
We will explore what is involved in making an effective rubric.
I will evaluate rubrics and resources for creating resources so I can make my own effective rubrics.
In your groups decide
Who is A, B, C and D?
Using Round Robbin we will create a circle map. One paper per group of 4.
We will take turns writing what we know about rubrics.
Person A create a circle map.
Make it LARGE!
Write RUBRIC in the center.
Pass it to person B.
B- Begin writing one thing you know about rubrics and then pass it to the next person.
Keep going until time called.
Time to share!
Person C at each table please share what your group came up with on your circle map.
Not a checklist
Lists tasks or performance dimensions
Can reduce grading time
Students can evaluate own quality
Has levels of quality
Provides scaled criteria
Subjective assignment or task
What is a rubric?
A tool developed by teachers to assess their students. It list the tasks of the performance to be evaluated with specific criteria to evaluate each task.
It describes levels of quality and assigns a point value.
Why use a rubric?
Stop, Jot, and Talk
Turn to your shoulder partner and think-pair-share.
Why would you use a rubric?
Use for subjective assignments
Projects, research papers, presentations, discussions, portfolios, essays
Makes your expectations clear
Students know how to meet your expectations
Students can evaluate their own work
May reduce the time required to grade
How do you create a rubric?
Creating a rubric is pretty easy once you evaluate which tasks you will be evaluating.
So what are the steps? What do you do first?
Learning objective that includes student performance, tools, resources and criteria
List the tasks to be evaluated
Levels of quality
Criterion and point value for each level of quality
What is required to complete this performance objective? What tasks must be done.
Some may be specific tasks where others may be broad concepts such a group discussion participation
Related to the learning goal.
Posted and able to be read by students.
Written in student-friendly language (when appropriate).
Referenced during the lesson.
Source: The Art of Science of Teaching, Marzano (2007).
The Making of a Scale
Ed Tech Teacher-
Fundamental 5- Framing the lesson
NEED TO FORMULATE THIS
Kagan grouping strategy for group participation.
The participants use round robin to write brief phrases about what they know about rubrics. They can answer what the are, what they include, why use them or what can be used to create them.
Play a song? Need music.
Time to share out.
Person C tell us one thing your group wrote about rubrics. Person D what can you add. As the participants share they can add missing elements to their group’s mind map. Trying to achieve consensus as to what a rubric entails.
Here are some possible things you may have written about rubrics. Are there any your group did not come up with or any you need clarification on?
Here is how one resource defines a rubric. Do we agree?
Give participants 1 minute to popcorn ideas to their partner for the reasons for using a rubric.
Here are some possible reasons. Did anyone hear a reason not up here?
Again turn to you shoulder partner and share what you think is step 1.
Discuss whole group for time.
A Rubric on Rubrics from bie.org- Share a copy and discuss criteria and tasks.
Here are resources for rubrics. Do you have a favorite that is not up here?
BIE- Specifically PBLson A create a circle map.
Here is how one resource defines a rubric. Do we agr