Rubric Refresher: Consultation SupportFacilitated by Marie Gillespie October 14, 2014

Objectives

OI can explain the essential elements of a performance assessment.

OI can identify and explain the traits of a high quality rubric.

What is a Performance Assessment?

Observation and judgment of an activity that

requires students to “demonstrate performance

of certain skills or to create products that meet

certain standards of quality”(Stiggins, 2008, p. 155).

To evaluate true form, the assessor goes to where the activity is being done live

In some cases, to be safe or practical we must approximate the true performance

A Performance Assessment is…A strong method for evaluating:

• Performance Skill• Required behavior, observed in action• Ex: “Communicate using different forms of oral

presentation”

• Product• Creation reflecting proficiency• Ex: Writing- “Use language that is precise, engaging,

and well suited to the topic and audience.”

• Skill & Product• Skill needed to form a product & the quality of the

product

(Stiggins,2008, p. 159)

Steps to Creating a Performance Assessment

(Stiggins, 2008, p. 163)

1) Identify & define the performance that you will evaluate

• Are you evaluating skill, product, or both?

2) Establish the performance criteria of an excellent

performance (by creating a rubric)• What does an excellent performance look

like?• Map each stage of performance that

escalates to excellent• Convey the discipline-based meaning of

proficiency• Use student-friendly language• Prepare to score holistically,

analytically, or a combination

CREATE A

RUBRIC

Steps to Creating a Performance Assessment

(Stiggins, 2008, p. 163)

3) Create tasks to develop this type of student performance

• Specify the Task• Define the learning targets• Explain the conditions that the task will be

completed within (materials, time frame, location, context)

• Communicate the evaluation criteria again

• Select the Sample Size• Determine the # of tasks needed to

evaluate the learning target/essential outcome• Consider: Purpose of the assessment,

depth of the learning target, time, student’s performance consistency, rating of the performance

Examining Rubrics

“Good rubrics for evaluating student proficiency in a performance assessment context specify the important content (what counts) with sharp clarity (everyone understands the criteria).”

(Stiggins, An Introduction to student-involved assessment for learning, p. 173).”

Rubrics- Content

Good rubrics…

O Understand what a good performance is.

O Align content with essential outcomes (learning targets), state/national standards

O Align content with what you are really assessing.

Rubrics: Content and Clarity

Good Rubrics…

OCategorize and divide the criteria logically.

OHave enough levels to show progress.

OShow a clear distinction between levels.

(Stiggins, An Introduction to student-involved assessment for learning, p. 173-175)

Rubrics- Clarity

O Rubrics are clear when everyone knows and understands what is wanted and needed.O Levels defined with descriptorsO Written in student friendly language

O Inter-rater reliabilityO Levels of the rubric are parallel in

content (Stiggins, An Introduction to student-involved assessment for learning, p. 173-175)

Ex. of a Rubric Needing Further Clarity

In order to be a high-quality rubric:

• Enough concrete indicators, adjectives, and descriptive phrases must exist to justify a match to a specific quality level

Ex. of a Rubric Needing Further Clarity

In order to be a high-quality rubric:• All levels of the rubric should be parallel in

content (discuss all expected elements in all levels) (Stiggins, 2008, p. 173-175)

Common Rubric Errors1, Emphasis on

quantity instead of quality

2. Important criteria are neglected

3. Non-essential elements are included

Use counts when they are part of quality

If forgotten:O It suggests it is

unimportantO The student is not

given feedback O There is a lack of

info. for instructional planning

Connect criteria with essential outcomes

More Errors

4. Rubrics are used as a scoring guide

5. Rubric is skimpy

6. Including effort in a rubric

Fails to define quality, which is the goal

Levels of quality are not thoroughly defined

Standards & expectations should not be adjusted as a result of effort

Metarubric SummaryO Content- What counts? What users see is what you’ll get.

O Does it cover everything of importance- doesn’t leave important things out?

O Does it leave out unimportant things?

O Clarity- Does everyone understand what is meant?O Are terms defined?O Are various levels of quality defined?O Are there samples of work to illustrate the levels of quality?

O Practicality- Is it easy to use?O Will students understand what is meant? Is there a student-friendly

version?O Can students use it to self-assess & set specific goals?O Is the information provided useful for planning instruction?O Is the rubric manageable?

O Technical Quality/Fairness- Is it reliable & valid?O Is it reliable? Will different raters give the same score?O Is it valid? Do the ratings actually represent what students can do?O Is it fair? Does the language adequately describe quality for all

students? Are there racial, cultural, or gender biases?

References

O Arter, Judith and Jan Chappuis (2006). Creating & recognizing quality rubrics. Columbus, Ohio: Pearson.

O Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. (2012). Classroom assessment for student learning: Doing it right- Using it well. Boston: Pearson.

O Stiggins, R., Arter, J., Chappuis,J. and J. Chappuis, S. (2006). Classroom assessment for student learning: Doing it right- Using it well, Boston: Pearson.

O Stiggins, R. (2008). An Introduction to student-involved assessment for learning, 5th ed. Columbus, Ohio: Pearson.