Download How to Create and Use Rubrics for Formative Assessment and by Susan M. Brookhart PDF

By Susan M. Brookhart

What's a rubric? A rubric is a coherent set of standards for scholar paintings that describes degrees of functionality caliber. Sounds basic sufficient, correct? regrettably, rubrics are typically misunderstood and misused.
The excellent news is that after rubrics are created and used thoroughly, they're powerful instruments that aid and improve school room guide and scholar studying. during this accomplished advisor, writer Susan M. Brookhart identifies crucial elements of powerful rubrics: (1) standards that relate to the training (not the projects ) that scholars are being requested to illustrate and (2) transparent descriptions of functionality throughout a continuum of caliber. She outlines the variation among different types of rubrics (for instance, basic as opposed to task-specific, and analytic as opposed to holistic), explains whilst utilizing each one form of rubric is acceptable, and highlights examples from all grade degrees and diverse content material parts. additionally, Brookhart addresses
* universal misconceptions approximately rubrics;
* very important changes among rubrics and different evaluate instruments akin to checklists and ranking scales, and whilst such choices will be precious; and
* how one can use rubrics for formative review and grading, together with standards-based grading and document card grades.

Intended for educators who're already conversant in rubrics in addition to people who are no longer, this ebook is an entire source for writing potent rubrics and for selecting properly from among the rubrics which are on hand on the net and from different assets. And it makes the case that rubrics, whilst used effectively, can enhance results via supporting academics train and supporting scholars study.

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Additional info for How to Create and Use Rubrics for Formative Assessment and Grading

Example text

Three of the criteria match the goal, and they are retained in the revised version. They could also have been collapsed into one (Demonstrates Understanding of the Life Cycle of the Animal). In the original version, two of the criteria (Title and Overall Appearance) were about format and English mechanics (capitalization, punctuation), with some effort and work habits (neatness, “effort”) thrown in. These are not part of science achievement. The English mechanics could have been assessed and graded separately, and the results used to inform the students’ English grades, but that was not what the teacher intended here.

Another common way is to start with the top category (for example, A), describe that, and then back off (for example, for B, C, D, F). These methods illustrate two different approaches to assessment. In a standards-based grading context, Advanced is supposed to be described by achievement above and beyond what is expected. In a traditional grading context, often the A is what students are aiming for. Ask yourself this question: The Performance Description Question: What does student work look like at each level of quality, from high to low, on this criterion?

By the end of five weeks, average and below-average students were able to explain their reasoning as well as her above-average students. The rubric itself didn’t do the trick. What did it was using the rubric in a series of class activities and individual conferences, helping the students talk about the criteria and how their work and others’ work met them. We’ll talk more about how Ms. Parker used the rubric in Chapter 10. The purpose for showing it in this chapter is to analyze its construction.

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