Rubric Worksheet

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					                    Designing Performance Assessment Tasks

                      Content Standards                   Task Activities                 Evaluative Criteria

                             indicators                       meaningful context                exemplary responses
                                                              thinking processes                scoring tools

Include the following in your task development:
   Determine the content standard(s)/learning outcomes to be                   Identify the student product(s) and/or performance(s) which will
    assessed.                                                                    provide evidence of attainment of the standard(s)/outcome(s)
   Identify observable and measurable indicators for each                      Identify the criteria which will be used to evaluate student
    standard/outcome.                                                            product(s) and performance(s)
   Create meaningful context for the assessment task based upon                Generate or select exemplary responses to the task activities.
    real issues/problems, themes, and/or student interests                      Contstruct the evaluative scoring tool(s) – rubric, activity-
   Identify the thinking skills/processes which will encourage the              specific, and/or checklist – for each scored activity (see below)
    thoughtful application of knowledge and skills.


Key questions:
   What is the purpose of this performance assessment task (diagnostic, formative, summative)? What scoring tool(s) are most appropriate given
    the assessment purpose?
   Who will be involved in using the scoring tool(s) for evaluation (teachers, external scorers, students, others)?
   How will results be communicated? What type of feedback will be provided to guide improvement?

                                                              Scoring Rubric                                      Performance List
      Scoring Tools
                                    Holistic                          Analytic                                 Analytic
Generic                                              _                                   _                               _
Task Specific                                        _                                   _                               _
Range of Scale                                       _                                   _                               _

                                                      Evaluation Methods
_ teacher evaluation                  _ student self-evaluation                                 _ peer evaluation
_ external evaluation                 _ other:

                                                Communication/Feedback Methods
_ letter grade                                  _ rubric score    _ written comments                                _ conference
_ completed performance list                    _ other:
                                Identifying Evaluative Criteria

Key Questions:

   What criteria, related to identified standards/outcomes and indicators, will be used to evaluate the student
    products and performances?
   Are these the most important criteria for evaluating student products/performances related to this
    activity/task? Do the criteria reflect the most valued elements of student performance?

     Product/Performance #1                 Product/Performance #2                 Product/Performance #3

                                                                                              
              Criteria                               Criteria                                Criteria

   Criteria can be used to discriminate among different levels of performance related to understanding of
    content, proficiency with a skill or process, and/or quality of a product or performance.
                  Generating an Exemplary Response
Key Questions:

   What would an exemplary response(s) to this activity/task be? What are the key characteristics of such a

   Does your exemplary response clearly relate to the standard(s) and indicator(s) that you wish to assess?

   When actual student responses to the activity/task are available, select the outstanding ones as a basis for
    identifying the key characteristics of an exemplary resonse(s).
   Review the identified criteria based upon the key characteristics of an exemplary response(s). Revise the
    criteria as necessary to incorporate these charatersitics.
                Constructing a Holistic Scoring Rubric
Key Question:

   How many score points are needed to discriminate among the full range of different degrees of
    understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of                        or
proficiency in                                            .

                    Score Point 4                                           Score Point 3

                    Score Point 2                                           Score Point 1
            Constructing an Analytic Scoring Rubric
Key Questions:

   What are the key traits, elements, or dimensions that will be evaluated?
   Are the identified traits of equal importance or will they be weighted differently?

This response, product, or performance provides evidence of understanding of
or proficiency in                                  .

                      Trait #1                  Trait #2                 Trait #3         Trait #4


Weights 


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