Links to Ideas about Performance Rubrics
Below Are Selected Sites Illustrating Performance Rubric Development and Use
No examples are ever perfect; one of your challenges is to adapt and improve them.
Rubrics: Holistic vs. Analytic Uses - In addition to a general
discussion of characteristics of rubrics, Craig Mertler does a nice job of
distinquishing between holistic and analytical rubric formats. For the performance
rubric assignment in this class you are to use the analytic format. Take special
note of Table 2. In the guidelines related to writing a performance item for
our class, it mentions NOT to do what you see in the cells of this table.
Table 2 is NOT a real rubric; it is a base model for creating one.
Rubric Development Guidelines - In addition to the guidelines,
the "Exploring the Environment Teacher Pages" gives example rubrics for assessing
students in their performance in:
- drawing conclusions,
- cooperative learning,
- product display
Grading and Performance Rubrics - In additon to the general
discussion, the "Eberly Center for Teaching Excellence" gives examples
of rubrics related to assessing:
- oral presentations,
- class participation
Oral Report Rubric - The Baltimore Public School developed
a rating sheet (they call it a rubric) wherein the student and the instructor
each rate the presentation given; as you can see it is more like a checklist
but you could develop a scale system from the concept. Notice the "possible
points" cells are blank. I would tend to think they should be filled in and
each point would be "1" . . . but you as the teacher may disagree and some
elements may be more highly valued by you (hence worth more points). Oh! Oh!
If the possible points have a range (let's say 1, 2, 3) then what does one
use to differentiate between them? Hmmm, on another issue. . . now that you
have your ratings and the students' self ratings, what do you do with each?
The Utility of Using GENERAL Performance Task Rubrics - Math Example
- a general rubric is one that could be used across multiple performance cases.
A good general rubric saves you time in rubric creation plus students will
know your assessment on their work will be consistent. So, if the general
assessment target is: "How well does the mathematics student solve problems?"
presented here is a rubric that assesses the student's performance on most
types of math problems by rating the solution on a scale of 1 to 4 in each
of four areas:
When you look at the table, don't get confused . . . the best overall "score"
or point total anyone could receive is 16 while the worst would be 4. It is
also left up to the teacher to decide how to use this information. I could
see some nice formative evaluation possibilites here.
- Planning and Execution,
Evaluating One of Your Qwn Performance Task Rubrics You Are Using With Your Students - This article talks about how you as teacher might
reflect on a performance rubric you are creating. It was distributed by ETS as part of their
"Classroom Assessment for Student Learning" and posits that good performance tasks have
the following five characteristics (also known as features, dimensions, or traits):
So, once you have developed (and even pilot tested) a performance rubric you
as teacher can use this rubric to reflection on your own rubric. You do this
by applying each of the five characteristics of a good performance rubric
(as defined by ETS) rate yourself on your own rubric. On each of the five
characteristics you would reach one of three conclusions: Good to Go
. . . or . . . . Needs Refinement . . . or . . . . Major Revisions
- ContentThe task elicits the correct performance from the student
- ClarityStudents know exactly what to do.
- FeasibilityThe task is practical.
- Fairness and AccuracyNothing in the task will give an inaccurate
picture of student
skill. All students have an equal chance to achieve.
- SamplingThe task(s) adequately cover all dimensions of the learning
target to be assessed.
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