RUBRICS FOR CONSTRUCTED RESPONSE Rubrics Under Construction

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RUBRICS FOR CONSTRUCTED RESPONSE
Rubrics Under Construction!

• Georgia Coulombe
• RPDP Regional Trainer/Literacy Specialist

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OUTCOMES WE WILL/I CAN

• Understand the Constructed Response teaching
  model
• Use a rubric to analyze student Constructed
  Response samples
• Use Blooms level of questioning to prompt
  deeper thinking through the Constructed Response
  comprehension/ writing process

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Norms

• Participate
• Listen
• Respectful Attention
• Limit side conversations

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WHAT IS A RUBRIC?

• A set of criteria used to assess different
  degrees of quality or levels of proficiency using
  a fixed measurement scale.
• Rubrics are useful in communicating expectations
  of the important or essential qualities in a
  given product or performance.
• Rubrics may range from a few points to several.

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GENERAL V. SPECIFIC

• Rubrics should have clear purposes and clear
  targets.
• The purposes, uses, and targets of the rubric
  influence the overall design of the rubric.

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State CR General Rubric
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SPECIFIC RUBRICS FOR CRS TO

• Define quality for teachers
• Describe quality for students
• Make judgments objective, consistent, accurate
• Eliminate bias
• Make expectations for students explicit
• Guide instruction
• Track student learning

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Sample Specific Rubric
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RUBRIC DEVELOPMENT WITH EXEMPLARS

• Read the passage Im Not Tired.
• In your table groups, sort the papers into
  piles strong, middle, weak, unacceptable. Share
  reasons for your decisions using as much detail
  as possible.
• On your post-its, write the letters A-J with one
  letter on each post-it. Label it high, medium, or
  low.
• Choose 1 representative from your table to
  transfer the information to the Rubric Poster.

Sorting Template Rubric Template
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CONSTRUCTED RESPONSE RUBRIC ACTIVITY

• Read the 4th grade passage But Im Not Tired.
• Then review the 4th grade literacy expectation
  for scoring papers 0-3.
• Review the one student sample that you and your
  partner are responsible for scoring. Create your
  poster to use as a visual when you share out.
• Share out in the Diamond Interaction Pattern.

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DIAMOND INTERACTION PATTERN

• alone
• pair or trio
• groups of 4-6
• alone
• Highly engaging
• Psychologically safe
• Brain compatible

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RUBRIC DEVELOPMENT WITH EXEMPLARS

• Read the text prompt
• With you partner create a exemplar student sample
  that represents a 0-3 paper. Each partnership
  will receive a secret assigned score to create a
  sample response.
• In groups of 6 share your student samples and
  discuss how you would score these samples of
  writing.

Passage, Prompt Exemplars
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RUBRIC DEVELOPMENT WITHOUT EXEMPLARS

• Read the text, prompt, and standard
• Determine alignment between standard and prompt
• Determine cognitive level/reasoning being asked
  for in prompt
• Read the General State Rubric
• Write a level 1, level 2, level 3 response
• Identify the key elements that must be present at
  each level to earn that score

http//www.writingfix.com/Constructed_Response.htm

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BLOOMS TAXONOMY- PROMPTING HIGHER LEVEL THINKING

• Directions
• Read the 3rd grade passage Adventure on the
  Mississippi.
• With your small group, construct a question for
  one level of Blooms Taxonomy for this text. Be
  prepared to share out your question with the
  group.

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CLOSING WRAPPING IT UP

• Thank you for you active participation and
• thoughtful insights!
• Georgia Coulombe
• ggcoulombe_at_washoe.k12.nv.us