Rubrics: We Can Do It! (Version 2014)

TNKCAPWe’ll spend some time today practicing writing rubrics. We’ll use a Google Doc I’ve opened for us. I will close it immediately after class and link your finished work back to this page/post. You should be able to click on the link and begin editing immediately.

RUBRICS: We Can Do it (Link)

 

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Rubric All the Things!

Every assignment or activity you assign your students should have a DIRECT AND CLEAR link to an expectation listed in the course curriculum. You may be assessing a student’s ability to meet an overall or specific expectation under each strand. This is the basic requirement for all planning we do.

curriculm 1

This will bring us the to next point in our assessment: assessment by expectation. Our mark-books should have clear connections between a student’s success in individual expectations. A parent should be able to see that a student has difficulty with the skills strand History A1 but can meet the criteria to master expectations associated to B1, B2, C2, D2, etc. Some teachers don’t mark like this. But you should. It’s Ministry Guidelines.

Ideally, according to the Ministry of Education, students do not receive a letter or numerical grade for their tasks. Their achievement is based on their ability to meet a series of normative steps representing the ‘typical’ student. Growing Success identifies the following criteria in each level of achievement. These are then tied (in practice) to percentage equivalents (I have added these).

Levels of Achievement
The achievement chart also identifies four levels of achievement, defined as follows:

Level 1 (50 – 59 %) represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course

Level 2(60 – 69 %)represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

Level 3(70 – 79 %) represents the provincial standard for achievement [emphasis added]. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.

Level 4(80 – 100 %) identifies achievement that surpasses the provincial standard. The student demonstrates  the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.

Specific “qualifiers” are used with the descriptors in the achievement chart to describe student performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use of planning skills” would be described in the achievement chart as “[The student] uses planning skills with considerable effectiveness”. (p 18)

These levels then form the basis of the ALMIGHTY RUBRIC.

According to Growing Success, students are to be assessed on their mastery of a subject through a series of CATEGORIES OF KNOWLEDGE (KITCA – Knowledge, Inquiry & Thinking, Communication, Application).

The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the expectations for any given subject/course can be organized.  (pg 17)

Your job, as the teacher, is to plan units, activities, and assessments (over the duration of the course) connecting the curricular expectations to these categories of knowledge.

Steps for a good Rubric:

1) Identify your curricular expectations (you would have used these in planning the activity/assessment

2) Decide on how extensive your rubric must be. I consider the time it will take students to do the assessment and make the rubric a relative size (short = small rubric, massive assignment = giant rubric, etc).

3) Understand what skills you will be assessing. Are you using A strand and one of the B-E strands? These must be reflected in your rubric.

You may want to actually embed the KITCA Category which suit the planned activity [Are your students demonstrating mastery of facts (K/U) or are they applying information to new contexts (Application)].

4) Create your table. Play around with its look to maximise student understanding of expectations and criteria. 

5) The language of your rubric should be student friendly – but contain enough ‘meat’ for you to make consistent decisions and give solid feedback.

GD Rubric C1

Rubric with Overall Expectation focus

Rubric by expectation

Rubric by expectation

Rubric with KITCA category focus (B1, A1 expectations as well as Historical perspective)

The rubric above assesses achievement in both Knowledge/Understanding and Application. The author elected to avoid using written descriptions of the levels of achievement and opted for numbers to simply for the visuals for a grade 10 Applied History student.

KITCA categories (A1) focus

The author of the rubric below used words to describe expectations.

Check out the examples in this document. Rubric Examples

Happy Building!

Teaching History at the Intermediate Level: PED 3183

Welcome!

I look forward to my third opportunity to share best practices and historical thinking concepts with my students this year. I am especially excited to learn my teacher candidates – your new eyes and ears and creative strategies are a continued inspiration!

BwXuuZmIQAA0uvSFor class:

Pearson Syllabus 2014 PED3183A

Assignment 1: Resource Review 2014 and for guidance –  Example, Due September 30

Day 1 Keynote Presentation

Canadian-History-Crossroads: History Symposium. Register by September 10th by emailing: educom@uottawa.ca

Poll Everywhere

Tops and Tails

Other Ways to use this activity (as generated by my PED3183A Class):

Tops & tails:

  • consider what part of the quote has “more weight” or significance
  • connect significant event with a famous participant
  • one event, two perspectives
  • connect century to quote or event
  • antagonist to his/her protagonist
  • two quotes that lay in opposition to one another on a single issue
  • a variety of matching pairs:  two Prime Ministers, two famous Metis, two union leaders, two battles on Canadian soil etc

Quotes:

  • place and rank on a timeline with both chronology and y-axis for ranking
  • have students find the context in which the quote was said
  • End of Unit – give examples of where the quote might have been right/wrong
  • Start of Unit – students predict important issues in coming unit from the quotes
For Fun or Interest

What Teachers Make

Farewell to Carrot Cake (The Great War’s less known Contributions to society) [podcast]

500 Years of History in 2 Minutes (Wab Kinew), CBC’s 8th Fire

The Rubric

Every assignment or activity you assign your students should have a DIRECT AND CLEAR link to an expectation listed in the course curriculum. You may be assessing a student’s ability to meet an overall or specific expectation under each strand. This is the basic requirement for all planning we do.

curriculm 1

This will bring us the to next point in our assessment: assessment by expectation. Our mark-books should have clear connections between a student’s success in individual expectations. A parent should be able to see that a student has difficulty with the skills strand History A1 but can meet the criteria to master expectations associated to B1, B2, C2, D2, etc. Many teachers aren’t doing this yet, but it’s coming.

Ideally, according to the Ministry of Education, students do not receive a letter or numerical grade for their work. Their achievement is based on their ability to meet a series of normative steps representing the ‘typical’ student. Growing Success identifies the following criteria in each level of achievement. These are then tied (in practice) to percentage equivalents (I have added these).

Levels of Achievement
The achievement chart also identifies four levels of achievement, defined as follows:

Level 1 (50 – 59 %) represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course

Level 2(60 – 69 %)represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

Level 3(70 – 79 %) represents the provincial standard for achievement [emphasis added]. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.

Level 4(80 – 100 %) identifies achievement that surpasses the provincial standard. The student demonstrates  the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.

Specific “qualifiers” are used with the descriptors in the achievement chart to describe student performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use of planning skills” would be described in the achievement chart as “[The student] uses planning skills with considerable effectiveness”. (p 18)

These levels then form the basis of the ALMIGHTY RUBRIC.

According to Growing Success, students are to be assessed on their mastery of a subject through a series of CATEGORIES OF KNOWLEDGE.

The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the expectations for any given subject/course can be organized.  (pg 17)

Your job, as the teacher, is to plan units, activities and assessments (over the duration of the course) connecting the curricular expectations to these categories of knowledge.  This can be accomplished through the rubric.

Steps for a good Rubric:

1) Identify your curricular expectations (you would have used these in planning the activity/assessment)

2) Select the most appropriate Category (or Categories) of Knowledge which suit the planned activity. Are your students demonstrating mastery of facts (K/U) or are they applying information to new contexts (Application).

3) Decide on how extensive your rubric must be. I consider the time it will take students to do the assessment and make the rubric a relative size (short = small rubric, massive assignment = giant rubric, etc).

That said, even though there may be mulitple stages to the task, perhaps you’re only going to assess the Thinking/Inquiry elements. Even though they used facts (K/U) and are orally presenting the information (Communication), you may be only interested in determining their mastery of the inquiry process or their creative thinking skills (T/I).

4) Create your table with the criteria for success on the left and the levels of achievement across the top.

The rubric above assesses achievement in both Knowledge/Understanding and Application. The author elected to avoid using written descriptions of the levels of achievement and opted for numbers to simply for the visuals for a grade 10 Applied History student.

The author of the rubric below used words to describe expectations.

Check out the examples in this document. Rubric Examples

Happy Building!