Alternative Assessment SAUA Boogna：绝对不会选择评估博洛尼亚

1、 how to develop a rubricjason peakea is a set of rules that. . .nshows levels of quality.ncommunicates standards.ntells students expectations for task.nare not checklists (yes or no answers).parts of a rubric, referred to as criteria, encompass the knowledge, skills, and understanding to be assessed

2、.specify the evidence used to judge the degree to which the dimension is mastered. discriminate among the various levels of performance.steps in rubric developmentndetermine learning outcomes.neach rubric item should focus on a different skill.nevaluate only measurable criteria.nideally, the entire

3、rubric should fit on one sheet of paper.nreevaluate the rubric. (did it work?)advantages of using a rubricnlowers students anxiety about what is expected of them.nprovides specific feedback about the quality of their work.nprovides a way to communicate expectations and progress.nensures all student

4、work is judged by the same standard.ndisengages the “halo” effect and its reverse.nleads students toward quality work.holisticanalytictwo types of rubrics definition: one score or rating for the entire product or performance. when to use:for a quick snapshot of overall status or achievementwhen the

5、skill or product to be assessed is simple; when it has only a single dimension. disadvantages:two students can get the same score for vastly different reasonsnot as good for identifying strengths and weaknesses and planning instructionnot as useful for students to use.holistic rubricsteps in develop

6、mentnafter you write your first paragraph of the highest level, circle the words in that paragraph that can vary. nthese words will be the ones that you will change as you write the less than top level performances.template for holistic rubrics5demonstrates complete understanding of the problem. all

7、 requirements of task are included in response.4demonstrates considerable understanding of the problem. all requirements of task are included.3demonstrates partial understanding of the problem. most requirements of task are included.2demonstrates little understanding of the problem. many requirement

8、s of task are missing.1demonstrates no understanding of the problem0no response/task not attemptedanalytical rubric definition: several scores or ratings for a product or performance. each score represents an important dimension or trait of the performance or product. when to use: planning instructi

9、on show relative strengths and weaknesses. teaching students the nature of a quality product or performance they need the details. detailed feedback to students or parents. for complicated skills, products, or performances, for which several dimensions need to be clear. disadvantages: scoring is slo

10、wer. takes longer to learn.template for analytic rubricsbeginning1developing2accomplished3exemplary4scorecriteria #1description reflecting beginning level of performancedescription reflecting movement toward mastery level of performancedescription reflecting achievement of mastery level of performan

11、cedescription reflecting highest level of performancecriteria #2description reflecting beginning level of performancedescription reflecting movement toward mastery level of performancedescription reflecting achievement of mastery level of performancedescription reflecting highest level of performanc

12、ecriteria #3description reflecting beginning level of performancedescription reflecting movement toward mastery level of performancedescription reflecting achievement of mastery level of performancedescription reflecting highest level of performancecriteria #4description reflecting beginning level o

13、f performancedescription reflecting movement toward mastery level of performancedescription reflecting achievement of mastery level of performancedescription reflecting highest level of performancebasic templateindicatorindicatorindicatorindicatorindicatorindicatorindicatorindicatorindicatorindicato

14、rindicatorindicatorworkshop participants enthusiasm rubricexemplaryacceptableneeds workretirefacial expressionthought processmovementoral participationbright, lit upeyes not blinkingfocused on teacherwheels in high gearquick, alert motionsnon-stop on task talkingbright, lit upeyes sometimes focused

15、on teacherwheels in relaxed motioncasual motionstalks when needed or toldeyes glazed over and bloodshotwheels are rusty and slowsluggish an occasional itchoccasional gruntseyes closed; droopingwheel isnt inventedcomadroolingno soundnadapt your rubric to the task at hand.napply the scoring system that best suits you.nstart small (keep adding and changing when necessary)remember:ndetermine appropriate and acceptable evidence of learning?nmatch the assessment method with the taskn show students models for what we are asking to dongive descriptive feedback about student pe