Session 12 - Catapano.pdf

Rubrics session

How do we ensure we have quality rubrics and how do we include students in that process?

Recommonded book: Creating and Recognizing Quality Rubrics (ETS)

A lot of teacher are using checklists and calling them rubrics.

If it's there or not, it's a checklist.

It there are degrees of quality, it's a rubric.

Will distinguish between shallow thinking and more complex thinkging

Technically sound rubrics are:

Continuous

• movement between levels are smooth (non-example: Excellent, Good, Poor - need a fair as level 2

Parallel

• language within the rubric - as you move from one level to the next, the only thing that should change is the language that describes the quality of the work
• need to clear in the language 
• rubric 2 is NYS (My jaw dropped - the rubric is horrible, terrible, very bad no good)

Highly descriptive

• some, few and many are not highly descriptive

Coherent

• the rubric fits together as tool, allowing the reader to understand what they're looking at

Reliable

• How consistent is the information we're getting from this tool?
• Inter-rater (between two or more raters) and intra-rater (repeated use by one rater) reliability 

Valid

• How accurate are the decisions we make as a result of using information from this tool?
• I.e. knowledge of Social Studies content isn't blurred by evaluating spelling errors
• Learning targets

Rubrics are ordinal scale -  they are not really the numbers 1, 2, 3, or 4

• consider that a level 4 isn't twice as good as level 2
• in a race, there is not 1st 1/2 place or 3 1/2 place between 3 and 4 

Rubric activity:

Build a rubric to evaluate a performance task, bigger than the classroom, might use it to evaluate teachers.

"What makes for a high quality presentation?"  

Want to know more about rubrics? http://qualityrubrics.pbworks.com/