SUNY Geneseo CURR 316 - Stages of Rubric Development (5 pages)

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Stages of Rubric Development



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Stages of Rubric Development

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Pages:
5
School:
State University of New York at Geneseo
Course:
Curr 316 - Teaching Sci &Math
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7 28 14 Stages of Rubric Development Curriculum 316 Dr K Rommel Esham Decide Make a preliminary decision on the dimensions of the performance or product to be assessed To assess science processes consider dimensions such as conceptual understanding processes and strategies interpretation of results communication and group processes Examine Look at some actual examples of student work to see if you have omitted any important dimensions QUESTION TO CONSIDER How would you do this at the onset if you have no student work to examine As will be the case for you now Post your thoughts to the Rubric Development area of Edmoto 1 7 28 14 Refine Refine and consolidate your list of dimensions as needed Determine the number of categories you need for your rubric and what each category will encompass Define Write a definition of each of the dimensions What is conceptual understanding What do you mean by communication You will need to be able to explain each definition to each of your stakeholders those who will interact with your rubric in any way Dimensions Organization The ability to arrange in a coherent form Cooperation To work or act together toward a common end or purpose Content The subject matter Presentation Show or display Develop Develop a continuum scale for describing the range of products or performances on each of the dimensions Determine the number of levels you need for your rubric and what the distinction between adjacent categories will be If you can t distinguish between levels you have too many levels and will need to revise your rubric Write a description for each level of each dimension 2 7 28 14 Sample Rubric Descriptors 6 5 Exceptional 4 exemplary achievement Strong commendable achievement Capable adequate achievement 5 Impressive 4 Notable 3 Adequate 2 Minimal 1 Incomplete 3 Developing some evidence of achievement 2 Limited 1 Emergent limited evidence of achievement outstanding very effective effective marginally effective ineffective minimal evidence of achievement Sample Rubric Descriptors continued 4 Awesome 3 Admirable 2 1 3 limited understanding Strong 2 adequate understanding Acceptable complete understanding Capable 1 high achievement adequate achievement Developing limited achievement Amateur little or no understanding Just don t get too caught up in the language Now take a look at the rubric on the following page What issues do you notice if any What might you change What improvements might you make Post your thoughts to the Rubric Development area of Edmoto 3 7 28 14 Evaluate Evaluate your rubric using the criteria discussed initially Does it assess what it needs to Are all components represented Are the levels distinct enough Pilot Pilot test your rubric or checklist on actual samples of student work Revise the rubric and try it out again Continually revise your rubrics to meet the current standards or needs Rubrics should be considered to be works in progress 4 7 28 14 Utilize Use your assessment to inform your instruction As you repeatedly write the same comments or have the same concerns note what types of remediation or instruction needs to follow What might you realize as you repeatedly make the same comments on students papers What might that indicate What could you do next time to remedy that situation 5


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