Slide 1

Answer Keys, Checklists, Rating Scales & Rubrics Ready for my big close-up: Yes____ No____ (check one) Slide 2 How did it come to this? Slide 3 Scoring Guides Answer Keys Checklists Rating Scales ____|____|____|____|____ Rubrics 1 2 3 4 Fail meh Awesome Slide 4 Checklists A checklist is a simple listing of criteria or dimensions, simply check whether or not each criterion was met or each dimension demonstrated. The behaviors should be concrete and observable. The behaviors are either present or absent. Checklists may be scored (yes / no, +1 / -1, etc.) McMillan, J. (2014). Classroom assessment: Principles and practice for effective standards-based instruction. (6th ed.). Boston: Pearson. Gredler, M. (1999). Classroom Assessment and Learning. New York: Longman. Slide 5 Building a checklist: ItemPresentAbsent Outline of paragraph ____ ____ Topic Sentence ____ ____ Paragraph single topic ____ ____ Content in logical order ____ ____ Conclusion supported ____ ____ ItemPresentAbsent Outline of paragraph ____ ____ Topic Sentence ____ ____ Paragraph single topic ____ ____ Content in logical order ____ ____ Conclusion supported ____ ____ Identify your target (e.g., effective paragraph construction); Construct a list of observable component behaviors; Arrange the components in a logical order; Devise a simple (e.g., present / absent) marking system. Slide 6 Rating Scales Rating scales are used when characteristics or dimensions of performance or product can be identified and exist to a greater or lesser degree. Include only those behaviors that you will teach ; Limit each item to a single dimension of the performance or product; Include only pivotal elements; Avoid judgmental terms (?) Gredler, M. (1999). Classroom Assessment and Learning. New York: Longman. Chase, C. (1999). Contemporary Assessment for Educators. New York: Longman. Slide 7 Rating scales for essays of literary criticism 5 4 3 2 1 0 Exceptional Adequate Limited huh? Achievement Achievement Achievement 5 4 3 2 1 0 Exceptional Adequate Limited huh? Achievement Achievement Achievement Gives reasons and specific evidence to support the argument Identifies and discusses alternatives points of view Slide 8 Rubrics A rubric is simply a hierarchy of standards used to score students work.* Rubrics generally have 3 - 6 levels of achievement. Rubrics can be holistic or analytic, general or specific. Holistic: describes the qualities of the performance as a whole. One score stands for a constellation of descriptors. Analytic: assigns separate scores to the tasks essential traits. General: one rubric applies to various instances of the phenomenon. Specific: the rubric applies to one specific task *Bush & Leinwand. (2000). Mathematics Assessment: Reston, VA. NCTM. McGatha & Darcy. (2010). Rubrics at Play. Teaching Mathematics in the Middle School. v. 15 n.6 Slide 9 Rubrics Slide 10 Slide 11