This username and password
combination was not found.

Please try again.

okay

view a plan

 Rate this Plan:

Assessments

Subject:

Other  

Grades:

K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12  

TYPES OF ASSESSMENTS

Performance-Based
Assessments are meaningful, challenging experiences that involve presenting students with an authentic task, project, or investigation, and then observing, interviewing and/or examining their artifacts and presentations to assess what they actually know and can do.

Generative
Students and their teachers create the assessment criteria and/or tools so that they are meaningful and generate knowledge.

Seamless and Ongoing
Instruction and assessment are integrated; assessment of the process and products occurs throughout the instruction.

Authentic Assessment
Authentic assessment is geared toward assessment methods which correspond as closely as possible to real world experience. The instructor observes the student in the process of working on something real, provides feedback, monitors the student’s use of the feedback, and adjusts instruction and evaluation accordingly. Authentic assessment takes this principle of evaluating real work into all areas of the curriculum.

The advantages of using rubrics in assessment are that they:

  • allow assessment to be more objective and consistent

  • focus the teacher to clarify his/her criteria in specific terms

  • clearly show the student how their work will be evaluated and what is expected

  • promote student awareness of about the criteria to use in assessing peer performance

  • provide useful feedback regarding the effectiveness of the instruction

  • provide benchmarks against which to measure and document progress

PROJECT RUBIC

Name: _________________________________________________________

  A B C
Content “B”, plus
Covers topic in depth.
Elaborates throughout
Includes details.
Raises questions.
Invites ?’s & curiosity & audience wants to know more.
“C” plus:
Includes essential information.
Some elaboration beyond minimal requirements.
Texts are in correct English
Fulfills minimal topic requirements:
Texts are paraphrased & overall in correct English.
Variety of references were used
The “what is, how, where, why, when, how often, with what effect is described.
At least one Internet example is given.
Technology “B”, plus
Graphics
1 Moving sequence.
Includes varied graphics from 3 outside sources.
Uses advanced, varied multimedia features and attachments (scanner, etc).
Uses varied yet cohesive methods for project.
“C” plus: Has 3 more cards. Often, more than one text field/card uses design features on most cards. Integrates 4 graphics from 2 outside sources. Fulfills minimal requirements:
Has title &overview cards. Additionally, has 6 cards and an a biographical card for each person in the group. Each card 2 buttons, text. 3 cards have colors, transitions, sounds. 1 graphic each is included from 2 outside sources. Group work is integrated into one project. Shows effort and growth.
Oral
Presentation
“B”, plus
Uses original approach effectively.
Highly organized.
Well rehearsed.
Uses vivid, precise language.
Ease in delivery techniques.
“C” plus:
Interesting.
Logical order.
Fluid delivery.
Clear connections in material.
Good use of delivery techniques.
Engages audience.
Clear and understandable.
Uses appropriate language.
Uses limited delivery techniques.
Takes equal turns.
Teamwork “B”, plus:
Provides vital leader- ship.
Asks for and gives suggestion & help.
Maintains positive attitude.
“C” plus:
Helps to organize and facilitate group.
Encourages others.
Carefully edits peer/s.
Stays on task,
Meets due dates.
Works well in group.
Contributes to group effort.
Participates in peer editing.
Does assigned tasks.
Takes turns.

COLLABORATION RUBIC

Name: _________________________________________________________

 

Beginning
1

Developing
2

Accomplished
3

Exemplary
4

Score

Contribute

         

Research & Gather Information

Does not collect any information that relates to the topic.

Collects very little information – some relates to the topic.

Collects some basic information – most relates to the topic.

Collects a great deal of information – all relates to the topic.

 

Share Information

Does not relay any information to teammates.

Relays very little information – some relates to the topic.

Relays some basic information – most relates to the topic.

Relays a great deal of information – all relates to the topic.

 

Be Punctual

Does not hand in any assignments.

Hands in most assignments late.

Hands in most assignments on time.

Hands in all assignments on time.

 

Take Responsibility

         

Fulfill Team Role’s Duties

Does not perform any duties of assigned team role.

Performs very little duties.

Performs nearly all duties.

Performs all duties of assigned team role.

 

Participate in Science Conference

Does not speak during the science conference.

Either gives too little information or information which is irrelevant to topic.

Offers some information – most is relevant.

Offers a fair amount of important information – all is relevant.

 

Share Equally

Always relies on others to do the work.

Rarely does the assigned work–often needs reminding.

Usually does the assigned work – rarely needs reminding.

Always does the assigned work without having to be reminded.

 

Value Others’ Viewpoints

         

Listen to Other Teammates

Is always talking–never allows anyone else to speak.

Usually doing most of the talking – rarely allows others to speak.

Listens, but sometimes talks too much.

Listens and speaks a fair amount.

 

Cooperate with Teammates

Usually argues with teammates.

Sometimes argues.

Rarely argues.

Never argues with teammates.

 

Make Fair Decisions

Usually wants to have things their way.

Often sides with friends instead of considering all views.

Usually considers all views.

Always helps team to reach a fair decision.

 
       

Total

 

ORAL PRESENTATION RUBIC

Name: _________________________________________________________

Group Topic: ____________________________________________________

Group Members: _________________________________________________

Oral Presentation Rubric

Possible Points

Self-Assessment

Teacher Assessment

Provided depth in coverage of topic.

10

   
Presentation was well planned and coherent.

10

   
Presenters were models of thoughtfulness. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions.

10

   
Communication aids were clear and useful. Handout was useful for others interested in topic.

10

   
Bibliographic information for others was complete.

10

   
Total Possible Points

50

   

Rate each category according to the following scale:
9-10 = excellent, 7-8 = very good, 5-6 = good, 3-4 = satisfactory, 1-2 = poor, and 0 = unsatisfactory.

Steps in Rubric Development

  1. Determine learning outcomes
  2. Keep it short and simple (Include 4 – 15 items; use brief statements or phrases)
  3. Each rubric item should focus on a different skill
  4. Focus on how students develop and express their learning
  5. Evaluate only measureable criteria
  6. Ideally, the entire rubric should fit on one sheet of paper
  7. Reevaluate the rubric (Did it work? Was it sufficiently detailed?)

Terms to use in measuring range/scoring levels

  • Needs Improvement…Satisfactory…Good…Exemplary
  • Beginning…Developing…Accomplished…Exemplary
  • Needs work…Good…Excellent
  • Novice…Apprentice…Proficient…Distinguished
  • Numeric scale ranging from 1 to 5, for example

After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. These words will be the ones that you will change as you write the less than top level performances.

Concept words that convey various degrees of performance

  • Depth…Breadth…Quality…Scope…Extent…Complexity…Degrees…Accuracy
  • Presence to absence
  • Complete to incomplete
  • Many to some to none
  • Major to minor
  • Consistent to inconsistent
  • Frequency: always to generally to sometimes to rarely

RUBIC TEMPLATE

Describe here the task or performance that this rubric is designed to evaluate:
_______________________________________________________________
_______________________________________________________________

  Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Print Friendly