RUBRIC WRITING
WORKSHOP
FALL 2012
APRIL KELLEY
TERRY LAWLER
COMMON CORE STANDARDS
(CCT)
• TEAM: Teacher Education and Mentoring Program
COMMON CORE STANDARDS
(CCT)
• The Common Core State
Standards provide a consistent,
clear understanding of what
students are expected to learn, so
teachers and parents know what
they need to do to help them.--http://www.corestandards.org/
COMMON CORE STANDARDS
(CCT)
• Teaching requires more than
simply demonstrating a certain
set of technical skills. It requires
command of subject matter and
pedagogical skills combined with
caring deeply about students
and their successes. --TEAM
PERFORMANCE PROFILE
(CCT INDICATORS)
• Evidence based strategies
• Explicit
• Differentiated instruction
• Technological and digital resources
PLANNING FOR ACTIVE LEARNING
•Teachers implement
instruction in order to
engage students in rigorous
and relevant learning and
to promote their curiosity
about the world at large.—
TEAM Workshop
CONTINUUM OF EFFECTIVE TEACHING
The Hierarchy
• Beginning
• Emerging
• Applying
• Exemplary
DESIGNING STUDENT PROJECTS
PLANNING
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Step One: Determine the purpose
Step Two: Determine the vehicle
Step Three: Focus on main criteria
Step Four: Write the rubric
Step Five: Complete the project yourself
Step Six:
Collaborate with ……
Step Seven: Refine & revise as necessary
Step Eight: Determine time requirements and
assign the project
WHAT IS A RUBRIC?
• A rubric is a scoring guide that describes the
requirements for various levels of proficiency
when students respond to a learning task, openended question, or stated criteria. The purpose
is to answer the question, "What are the
conditions of success and to what degree are
those conditions met by the student involved in
the task?" Thus, a rubric enables teachers to
clarify to students what is expected in a learning
experience and what to do to reach higher levels
of achievement.
"Effective Practices for Gifted
Educaton in Kansas", Kansas State
Deparment of Education. 2008
EFFECTIVE RUBRICS
• Are shared with students prior to beginning the task
so that they understand teacher expectations
• Provide more information than just a checklist of
skills & attributes
• Encourage self-reflection and growth on the
student’s part
• Help teachers grade student work more fairly
• Enable students and teachers to accurately and
consistently identify competencies
• Reflect the most significant elements related to
successful completion of the learning task
CREATING AN EFFECTIVE RUBRIC
PLANNING/ COLLABORATING
• Write down all your major criteria
• Determine what would constitute an exemplary
submission for each criterion & what you would
accept for applying, emerging, and beginning
submissions
• Write out descriptors using concise and clear
language
• Use a rubric creator to design your rubric
• Or………
CREATING AN EFFECTIVE RUBRIC
PART TWO…..
• Google rubrics for your project & topic
• Select components from each rubric that match
your criteria and teaching style
• Mash it up!
• Use a rubric creator to create your own rubric
RUBRIC CREATORS & RESOURCES
• RubiStar - http://rubistar.4teachers.org/
• The Rubric Machine - http://landmarkproject.com/rubric_builder/index.php
• iRubric - http://www.rcampus.com/indexrubric.cfm
• Kathy Schrock http://school.discoveryeducation.com/schrockguid
e/assess.html