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 easy adequate, correct? regrettably, rubrics are ordinarily misunderstood and misused.
The excellent news is that once rubrics are created and used thoroughly, they're robust instruments that help and increase school room guide and pupil studying. during this entire advisor, writer Susan M. Brookhart identifies crucial parts of potent rubrics: (1) standards that relate to the training (not the initiatives ) that scholars are being requested to illustrate and (2) transparent descriptions of functionality throughout a continuum of caliber. She outlines the adaptation among different types of rubrics (for instance, common as opposed to task-specific, and analytic as opposed to holistic), explains while utilizing every one form of rubric is suitable, and highlights examples from all grade degrees and various content material components. moreover, Brookhart addresses
* universal misconceptions approximately rubrics;
* very important transformations among rubrics and different evaluate instruments equivalent to checklists and score scales, and whilst such choices will be priceless; and
* how one can use rubrics for formative review and grading, together with standards-based grading and record card grades.

Intended for educators who're already acquainted with rubrics in addition to those people who are no longer, this publication is a whole source for writing powerful rubrics and for selecting correctly from among the rubrics which are on hand on the net and from different assets. And it makes the case that rubrics, whilst used safely, can increase results by way of aiding lecturers educate and assisting scholars research.

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

Example text

This is not to say we don’t want students to learn how to follow directions or give them tools to help with that. Of course we do. Often a checklist or a rating scale (see Chapter 7) can be used for the task-related aspects of the assignment. A checklist can help students judge the completeness of their work so they know they are turning in what is required and are developing work habits in the pro‑ cess. In contrast, the learning-focused rubric helps you and your students gauge what was learned in the doing of the task.

Within that limit, descriptions should include all possible levels, including, for example, a bottom level that is completely off target, even if no student is expected to produce work at that level. The descriptions should be appropriate for the level they are describing. For example, the description of performance at the Proficient level in standards-based rubrics should match the level of intended accomplishment written in the standard, goal, or objective. Writing or Selecting Effective Rubrics | The descriptions should be clear and based on the same elements of performance from level to level.

The rubric makes an excellent example because it has many strong points, and yet there are clear places where revision would improve it. 4 presents the first draft of the rubric. I selected this example because there is a lot to work with here. Some readers may be already launching into a critique, and we’ll get there, but please notice that you can tell by reading the descriptions that the teacher had modeled at least some of her think‑ ing after soundly designed rubrics. I think it’s instructive to see how these rubrics can be improved, and I thank Ms.

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