Grading What Matters
• No matter how lofty our espoused education
goals, our grading practices reveal what we
truly value.
• If higher-order thinking matters most, then
that is what our grades must assess, record,
report and reward.
•
Grading What Matters, Tony Winger, Educational Leadership ASCD, p 73-75
Assessing Student Work
• Are not just for teachers
• Let the students know ahead of time how they
will be graded.
• Provide a framework for justifying grading or
achievement.
• Give them feedback on their work.
– Self-assessment, peer, or teacher
• Provide exemplars of problem solving
solutions. Let students know what you want.
• Help articulate levels of performance in terms
student understand.
– May need to develop a student rubric as well as a
teacher rubric
• Help clear up misconceptions before students
begin to work.
• Model the statewide writing process.
Rubrics With a Purpose
• Holistic—looks at the total process
• Analytic—looks at the parts or steps of the
process
• Specific—is used with single problem.
• General—can be used to assess many types of
problems.
Combinations
•
•
•
•
Holistic/Specific
Analytic/Specific
Holistic/General
Analytic/General
Carpet Problem
• Mr. Goldstein wants to buy carpet to cover the
floors completely in his living room and game
room. His living room is 10 feet by 15 feet.
His game room is 20 feet by 30 feet.
The Question
• Mr. Goldstein thinks that the area to be
carpeted in his game room is double the area
to be carpeted in his living room.
• Is Mr. Goldstein correct?
• Explain your answer to those around you. You
may use diagrams as part of your explanation
and work.
• We will share solutions in 5 minutes.
Show
and
Tell
Assessing the Work
• Use the holistic rubric we have provide to
score your solution.
• What could you do to improve your solution?
• As a teacher what feedback could you provide
based on this rubric.
Using Rubrics
• If we had given you the rubric before you did
the problem, would you have completed your
solution differently?
• This rubric is specific to this problem or similar
problems. Would it be possible to create a
more generic rubric?
• What advantages and disadvantage would this
create?
Double the Carpet Scoring Criteria
(Holistic / Specific)
• Level 4 – Explanation, work, or diagram completely and
correctly compares the areas of two rectangular shapes.
• Level 3 – Explanation, work, or diagram compares the areas of
two rectangular shapes but contains a minor error or
omission.
• Level 2 – Explanation, work, or diagram indicates some
comparison of the areas of the rectangular shapes.
• Level 1 – Explanation, work, or diagram shows a beginning
understanding of the area concept: however, that
understanding is limited.
• Level 0 – Explanation, work, or diagram reveals no
understanding of the area concept.
Double the Carpet Scoring Criteria
Holistic/Specific
• Level 4 – Explanation, work, or diagram
completely and correctly compares the areas
of two rectangular shapes when their
dimensions are given. The fact that the area is
not doubled is supported by work showing
that the area of the game room is actually four
times the area of the living room or that the
living room into a quarter of the game room.
• Level 3 – Explanation, work, or diagram
compares the areas of two rectangular shapes
but contains a minor error or omission. For
instance, a correct answer is given and the
two areas are calculated correctly, but no
explicit comparison between them is made.
• Level 2 – Explanation, work, or diagram
indicates some comparison of the areas of the
rectangular shapes. A correct or incorrect
answer may be given.
Double the Carpet Scoring Criteria
Holistic/Specific
• Level 1 – Explanation, work, or diagram shows
a beginning understanding of the area
concept; however, the understanding is
limited. For instance, the area of only the
living room is calculated.
• Level 0 – Explanation, work, or diagram
reveals no understanding of the area concept.
Work may calculate perimeters instead of
areas.
Analytic/Specific
Analytic/Specific
Analytic/Specific
• Take more time to create
• Used for common assessments or to show
growth over time (School Improvement)
Analytic/General
• Can be used for a number of problems
• Tie to UPAC, UPAL, UC3, or IDEAL
• Problems Solving
– Understand the problem or situation
– Applying strategies
– Checking the Problem
Student Problem Solving Rubric
Understand the problem or situation.
1
2
•I have no idea what the
problem is about
•Some of 1 and some of 3
3
•I can explain the problem
well
•I do not know what the
facts are
•I know the facts
•I do not know what the
question is
•I know what information
is needed
•I do not know what kind
of answer to look for
•I know what kind of
answer I am looking for
Other Rubric Examples
• Math/Science Frameworks
– Elementary
– Middle Level/Secondary
• Northwest Regional Educational Laboratory
Creating Rubrics
• http://rubistar.4teachers.org/