Activities Module 7 Rubrics Module 7 – Rubrics Activities 1a & 1b: What is a rubric? These activities will help you answer the essential question: What is a rubric? Activity 1a: Understanding Rubrics You may complete this activity individually or in groups. Read the excerpt from the article “Understanding Rubrics” that appears on the following pages. Respond to each of the following: How do rubrics define quality? What is the impact on teaching and learning? Respond to the quote from teacher Christine Hall that appears at the conclusion of this excerpt. Discuss how rubrics can accommodate heterogeneous classes. Explain why each of the following statements is true: Rubrics help improve student performance. Rubrics provide students with informative feedback. Rubrics promote thinking and learning. The following is an excerpt from the paper, “Understanding Rubrics” by Heidi Goodrich Andrade. This article is available on the Internet in its entirety from Harvard University at: . Retrieved January 9, 2011. Understanding Rubrics by Heidi Goodrich Andrade Authentic assessments tend to use rubrics to describe student achievement. At last, here’s clarity on the term.
Information Gathering Accurate information taken from several sources in a systematic manner. Accurate information taken from a couple of sources in a systematic manner. Accurate information taken from a couple of sources but not systematically. Information taken from only one source and/or information not accurate. Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better. Appropriate materials were selected and there was an attempt at creative modification to make them even better. Appropriate materials were selected. Inappropriate materials were selected and contributed to a product that performed poorly. Modification/ Testing Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles. Clear evidence of troubleshooting, testing and refinements. Some evidence of troubleshooting, testing and refinements. Little evidence of troubleshooting, testing or refinement. Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications. #2 Combination Task Specific / Generic Rubric for a Research Paper Retrieved January 9, 2011 from: K. Ronkowitz: How is this rubric both “Task Specific” and “Generic?” Could this rubric be easily modified to evaluate another type of writing? If so, how could it be modified? What benefits are there to the design of this rubric? What are the negatives to the design of this rubric? How could this rubric be helpful to teaching? How could it be helpful to learning? Have you ever used this type of rubric? What specific teaching goals do you have in which using a rubric of this type would be appropriate? Performance Criteria Score Scale and Indicators of Performance Exemplary Good Acceptable Unacceptable Purpose The writer's central purpose or argument is readily apparent to the reader. The writing has a clear purpose or argument, but may sometimes digress from it. The central purpose or argument is not consistently clear throughout the paper. The purpose or argument is generally unclear. Content Balanced presentation of relevant and legitimate information Information provides reasonable support for a central purpose or Information supports a central purpose or argument at times. Central purpose or argument is not clearly identified.
Begin No attempt Does not begin answer. 0 Available from Rubrics. Retrieved from January 12, 2011 Analytic Rubric – Contour Maps (earth science) 3 2 1 0 Neatness Map is crystal clear, no isolines touch or cross, no stray pen or pencil marks and overall appearance shows care and attention to detail. Numbers are legible, yet unobtrusive, symbols are unmistakable Map is clear, although signs of carelessness may appear. Isolines do not cross, and stray pencil marks are minimal or mostly erased. Numbers are legible, symbols conform with handout guidelines. Map lacks clarity. Isolines are nebulous, extraneous marks litter the page. Numbers are messy, symbols confusing. No attempt at neatness is evident. Includes a blank page. Completeness Every isoline is present on map, and clearly labeled. Proper lines are used for topographic elements, and symbols represent all known or discernible structures. Requires isolines are present, some labels may be missing. Most identifiable structures in landscape are represented by appropriate symbols. Some isolines missing, labels intermittent. Few structures are represented by the appropriate symbols. More isolines are missing than are present, labels rare to nonexistent. Symbols for other structures are not present whatsoever. Accuracy Map clearly corresponds to given landscape. Geologic formations are clearly identifiable, and distances between objects on map are directly related to reality. Map represents landscape. General contours are identifiable, although details may be slightly off. Distances are mostly consistent with reality. Map is a gross interpretation of reality. Hills and valleys exist, but shapes vary from given landscape. Distances between objects are only roughly proportional to given landscape. Are you sure you were mapping the landscape I gave you? by Joel Stachura, 1995 Available from Rubrics. Retrieved from January 12, 2011