(aka: Universal Design) Graded Assignments for All
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- (aka: Universal Design) Graded Assignments for All
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- Not everyone thinks alike Disabilities Learning styles Cultural
emphases Historical social inequalities
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- Inclusive Excellence = paradigm shift From different = problem
to differences = variety of strengths
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- The Challenge Institutions tend to reproduce themselves What WE
do well looks right
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- Universal Design for Learning: Present content in multiple ways
Multiply how students report their learning Stimulate interest and
motivation for learning
http://www.advocacyinstitute.org/UDL/CASTfaqs.shtml
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- Let Freedom Ring! Multiple products can serve your goals You
NEED NOT grade EVERYTHING You SHOULD NOT grade some things!
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- UDL lets students choose their path Students meet your goals
without accommodations whenever possible using their own strengths
and interests
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- But! How will I grade?!!!??? Connect goals to grading Use a
rubric: reduce focus on form Increase fairness provide useable
feedback
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- Whats a rubric? A systematic scoring guide Shared with students
Provides both summative and formative feedback
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- 1. Identify your goals Enduring Understanding Important to Know
and Do Worth Being Familiar With Grant Wiggins and Jay McTighe,
Understanding By Design, Expanded 2 nd ed. (Englewood Cliffs, NJ:
Prentice Hall, 2005).
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- 2. Align assignment with goals Where does this assignment fit?
To what does it build? How does it build? Whats negotiable? What
isnt? Define the assignment: topic, process, goals
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- 3. What kind of rubric? Holistic : single score, overall
impression, vs. Analytic : several dimensions General : criteria
generalized across tasks, vs. Task specific: unique to a specific
task
http://www.utexas.edu/academic/diia/assessment/iar/students/report/rubrics-types.php
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- 4. Can an existing rubric work? Address the most important
aspects? Include anything extraneous? Can you adapt from another
field? Can you combine or modify? Is the rubric is clear? Did you
test it?
http://www.utexas.edu/academic/diia/assessment/iar/students/report/rubrics-
development.php
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- Does it have needed parts? A scale Criteria for both strengths
and errors e.g.: Overall Impact; Work quality/Craftsmanship;
Quality of Methods or Content; Sophistication Indicators for each
criteria Standards by level
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- 5. Should you design your own? Determine the key components
Clearly define key components
http://www.utexas.edu/academic/diia/assessment/iar/students/report/rubri
cs-development.phphttp://www.utexas.edu/academic/diia/assessment/iar/students/report/rubri
cs-development.php and
http://www.utexas.edu/academic/diia/assessment/iar/students/report/ru
brics.php
http://www.utexas.edu/academic/diia/assessment/iar/students/report/ru
brics.php Other helpful sites:
http://rubistar.4teachers.org/index.php - annoyingly pink
online-generated rubric development tool. Free! For K-12, but can
be edited for more complex learning
http://rubistar.4teachers.org/index.php
http://www.rcampus.com/index.cfm Another free rubric development
site requires log-in. http://www.rcampus.com/index.cfm
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- 6. What do the levels look like? Describe the highest level
first Be clear: e.g., What does clear mean? Circle the words that
can vary Avoid comparative language Look for concepts instead
depth, breadth, quality, accuracy, scope, extent, complexity,
degrees
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- 7. Develop a scoring scale How many score levels? Define the
difference between levels. Ensure the scales are consistent across
components.
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- How do the levels vary? Presence to absence Complete to
incomplete Many to some to none Major to minor Consistent to
inconsistent Always, generally, sometimes, rarely
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- 8. Involve students! Their feedback is best for clarity Test
your rubric on real products