Creating Effective End-Product Rubrics

Creating End-Product Rubrics

Objectives:• Learn strategies for writing standards-based

rubrics for end-products • Identify strategies for teaching students to use

rubrics to guide their work

Overview

• Rubrics should assess the End (Final) Product of the Project.• Rubrics are the most effective tool for end product

assessment.• Assess smaller assignments within the project by

using other means.

• Rubric should be given fairly early in the project.• Rubric should be connected to standards/skills,

so that strong performance on final product corresponds to student mastery.

4 Steps to Creating Your Assessment

1. Identify the standards, skills, and objectives students will learn in the project

2. Determine what format the final product will take (see p.49 of Buck toolkit for final product ideas and examples)

3. Identify the criteria for the final product4. Write the rubric

1. Identify the standards, skills, and objectives students will learn in the project

2. Determine what format the final product will take (see p.49 of Buck toolkit for final product ideas and examples)

3. Identify the criteria for the final product4. Write the rubric

1. Identifying Standards You Will Assess

• How much time you will spend on each standard for this course? (curriculum mapping guide)

• What standards will you include?

Example :

6. Stability in an ecosystem is a balance between competing effects.

a. Students know bio diversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

• How much time you will spend on each standard for this course? (curriculum mapping guide)

• What standards will you include?

Example :

6. Stability in an ecosystem is a balance between competing effects.

a. Students know bio diversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

2. Determine Final Product Format

Brochure

Book review

Newspaper

Video

Scrapbook

Letter

Skit

Simulation

Museum Exhibit

Interactive Timeline

Formal PPT Presentation

3. Identify the Criteria for the Project3. Identify the Criteria for the Project

WALK THROUGH THE PROJECT IN YOUR HEAD:

• Visualize what the students will need to complete and what the end product will look like

• Decide what is most important in the project in terms of content and skills

• Create a list of “essentials” that must be included to meet the standards, skills, and the driving question of your project (higher order thinking should be reflected in final product)

WALK THROUGH THE PROJECT IN YOUR HEAD:

• Visualize what the students will need to complete and what the end product will look like

• Decide what is most important in the project in terms of content and skills

• Create a list of “essentials” that must be included to meet the standards, skills, and the driving question of your project (higher order thinking should be reflected in final product)

If you don’t know what the final product should look like, how will your students meet your criteria?

4. Turning the Criteria Into Your Rubric

Start with the proficient section and list the items from your “essentials list”

Proficient

• Narrative includes a overall thesis about the uniqueness of the student interviewed• Narrative includes information in a logical, sequential order• Information included has clear significance and/or relevance to the thesis• Incidents mentioned have clear description of setting• Narrative includes sensory detail and feelings of the interviewee.

Writing the Rubric

Write More Objective Statements (that move away from these kinds of statements, which are too vague and/or subjective)

1. Graphics are displayed creatively

2. Writing is enthusiastic and written in a fluid manner

3. Introduction uses an engaging strategy

4. Description goes ABOVE AND BEYOND in its description of the history of the event

5. Description includes many relevant facts or details.

With a partner, choose one of the statements above to rewrite in a more objective way!

Higher Order Thinking in Your Rubric

Rubric Rhetoric- Cheat Sheet

Rubrics are often one of the most difficult components to create when developing a Project Based Learning Unit. This “Cheat Sheet” provides lists of action verbs that you can use to help guide you as you write your next rubric. The verbs are based on Bloom’s Taxonomy and lend themselves to ideas of how students can demonstrate proficiency in key processes of learning.

CRITERIAUNSATISFACTORY

(Below Performance Standards)PROFICIENT

(Minimal Criteria)

ADVANCED(Demonstrates Exceptional

Performance)Description

(%) Students…List TellDefineLocateRecognizeExplainIllustrateDescribeSummarizeInterpretExpandConvert

Students…DemonstrateApplyUseConstructFind SolutionsCollect InformationPerformSolveChoose Appropriate ProceduresDebateDifferentiateGeneralizeConcludeOrganizeDetermineDistinguish

In addition to meeting the PROFICIENT criteria …Students… CreateDesignPlanProduceCompileDevelopInventCompareDecideEvaluateConcludeContrastDevelopCriteriaAssessAppraise

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

At first, the Students won’t read the rubric unless you support them

Getting Students to USE the Rubric

Ideas on getting the students to use the rubric: Journal prompts that require students to utilize the rubric

Peer revision activities/worksheets that utilize segments of the rubric

Have students generate “knows” and “need-to-knows” using the rubric

Allot time for practice presentations that require peers to evaluate using the rubric

Short workshops focused on one element/section of the rubric

How can I get the students use the rubric to guide their work?

Peer Editing

Getting Students to USE the Rubric

Journal Prompt Examples:

In the Proficient column of the Science content rubric for this project what does it mean when it says “________________.”

The rubric for this project required you to describe the history of the event, the demography of the area, and the physical geography of the environment. Which of these have you currently completed? In the space below summarize each of the three in 1-2 sentences each.

Read through the rubric: Describe three things that you have to do in order to receive a “B” in the Math Content.

How can I get the students use the rubric to guide their work?

Reference the Rubric throughout the project

Reference the rubric throughout the project!

Final Thoughts…

Crafting an Effective Rubric• Focus on the standards being assessed• Be specific, using objective language when possible• Make sure there isn’t one right answer or “right way”

for students to address each requirement• If something isn’t on the rubric, it will not be

assessed

What other rubric-writing strategies have been effective in your teaching experience?

Next steps

Work on creating your list of “essentials that will be placed into your end-product rubric

You will receive multiple examples of rubrics from your trainers: 21st Century Skill Rubrics End product rubrics that are content-specific