David W' Dillard AVCTC

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Student Assessment Methods

• David W. Dillard AVCTC

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Objectives

• Overview of the need for student assessments
• Define Student Assessments parts of a rubric
• Samples of rubrics
• Develop a rubric for a lesson or project
• Websites to build rubrics

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Overview of the need for student assessments
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Definition

• A rubric is a scoring tool that lists the
  criteria for a piece of work, or what counts.
• Heidi Goodrich Andrade, Understanding Rubrics,
  Educational Leadership, 54(4), 1997.

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MSIP 3rd Cycle Curriculum

• Curriculum must contain instructional
  strategies (activities) and specific assessments
  (including performance-based assessments) for a
  majority of the learner objectives
• Formative Assessments serve the3 role of
  providing feedback to teachers to help modify and
  improve teaching and learning
• Summative Assessments serve the role of
  measuring the degree the completion of a set of
  learning activities

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Key Points I

• It should not be a mystery to your students,
  include the scoring guide with the assignment
• They hold the student accountable, they know what
  the teacher expects, no surprises
• You can have the students assist in the
  development of the scoring guide, often they will
  make it harder than the teacher would
• Student collaboration/student scoring or even
  self scoring of projects is encouraged

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Key Points II

• Provide students with examples of quality and
  non-quality work
• A good scoring guide can be applied to a variety
  of tasks
• Allow teacher and student to understand what is
  going on
• They are always a work in progress
• Once developed, they should lighten the grading
  process!!

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Parts of a RUBRIC
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Parts of a rubric

• Top matter/Bottom matter
• Name, class, teacher, assignment
• Criteria
• What are the specific areas that are going to be
  graded
• Quality
• How well is each criteria developed
• A numeric score
• A verbal reasoning for the scoring

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Criteria

• The criteria is a list of the major components of
  what counts in a quality project or piece of
  work.
• This could be
• The objectives you want to cover
• The steps in a process
• The measures of what is good work
• The list depends on what you expect

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Criteria Continued

• Organize and clarify
• Consistency
• Define excellence and show students how to
  achieve it.
• Help teachers or other raters be accurate,
  unbiased and consistent in scoring.
• Allow teachers to evaluate student work.
• Technical jargon can be in the scoring guide, but
  it needs to be explained somewhere

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Criteria Continued

• The development of the criteria or objectives
  takes time
• A good list can be used for several different
  projects
• Many of the items are common to any task
• Follows directions
• Turned in on time
• Neatness
• Worked collaboratively
• A good way to add objectives is to look at other
  rubrics (the web)

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Quality

• The scale can be points
• 0 to 3, 0 to 5, 1 to 3 or some other system
• The scale can be pass fail (meets or does not
  meet requirements)
• The scale can be checks or statements that lead
  to the development of better work
• The scale is used to rate the work or allow for
  improvement
• A good guide can be scored the same by different
  scores

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Quality II

• Each point on the scale needs to be well defined
• Long scales make it hard for reliability of
  scoring
• Boxes should not be multi-point ranged (too
  subjective)
• Standards of excellence for specified performance
  levels accompanied by models or examples of each
  level
• A good way to find quality-quality statements is
  to look at other rubrics (the web)

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Sample Quality 1

• Research Gather Information
• Does not collect any information that relates to
  the topic.
• Collects very little information--some relates to
  the topic.
• Collects some basic information--most relates to
  the topic.
• Collects a great deal of information--all relates
  to the topic

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Sample Quality 2

• Share Equally
• Always relys on others to do the work.
• Rarely does the assigned work--often needs
  reminding.
• Usually does the assigned work--rarely needs
  reminding.
• Always does the assigned work without having to
  be reminded.

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Sample Quality 3

• Research
• Research was sometimes accurate but not relevant
• Research was sometimes accurate and relevant.
• Research was mostly accurate, and  relevant.
• Research was accurate, and relevant.

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Developing a RUBRIC
Class Activity Hands-on
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Websites
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http//intranet.cps.k12.il.us/Assessments/Ideas_an
d_Rubrics/Rubric_Bank/rubric_bank.html
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http//www.rainbowtech.org/CyberLib/assess.htm
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http//school.discovery.com/schrockguide/assess.ht
ml
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http//www.teach-nology.com/web_tools/rubrics/
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http//rubistar.4teachers.org/index.php
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http//www.techtrekers.com/rubrics.html
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http//landmark-project.com/classweb/tools/rubric_
builder.php