A good rubric must have detailed criteria and levels of achievement. The teacher expectations must be clear and specific, expressing the desired quality of the task. It must be easy to explain and easy to use by a student to follow and self-evaluate. A rubric that is well-developed will save time for both the teacher and students.
A well-developed rubric must be clear and precise. Rubrics have to have a criteria and the score level or satisfactory/unsatisfactory levels of achievements. The rubrics must be understood by the students using them. The students should be able to follow and evaluate themselves. Rubrics save a lot of time for the teacher and her assessments.
A well-developed rubric should be clear and concise. It should be written in student-friendly language. Each student should be able to follow a rubric easily and evaluate themselves. The rubric should also be aligned with standards. Well-developed rubrics will reduce time spent evaluating a piece of work.
Rubrics should be written in language that a student can understand easily. They should be in a friendly organizational format that allows students to differentiate between what is considered excellent to what is considered poor, as well as, all the in-between. They should be aligned to the standards that are being taught within the assignment. Having the expectations clear will not only save the student time in trying to figure them out, but the teacher as well, because there will be less questions about the assignment.
A well-developed rubric should specifically target the CSO's the teacher is using for a specific assignment/project. A teacher should never use a generic rubric with criteria he or she hasn't covered. I like what others are saying about the use of student-friendly language. If students are familiar with a teacher using the phrase "word choice," then the phrase "word choice" should be used on the rubric instead of "diction." It confuses students. It is also important to clarify the distinction between the levels of achievement (level 1, level 2, level 3, level 4, etc) in order to remove as much subjectivity from the the grading process as well as clearly justifying the scoring for the students.
A rubric should be student friendly. I agree with others on this topic. If students can not understand what they are going to be assessed on the do not have a chance to succeed. The rubric should also be aligned with content standards. If a teacher is assessing a students learning the assessment should be CSO based. The rubric should also be original. A generic rubric might not assess a students learning as well as a rubric specifically designed for a lesson.
A good rubric is easy to read, understand and use. A good rubric is fair and connected to what you are assessing.A rubric also expresses expectations of the teacher for the student. It is written so a student can understand exactly what is being assessed. The student also knows how to receive the highest grade available and can understand why they recieve the grade they do by looking at the rubric. A good rubric takes away the guessing game of "Why did I get this grade?"
A good Rubric should not only cover the CSO's and other subject matter you wish, but it should be highly focused on keeping your students on task. The Rubric should be laid out neatly so that all students understand, and it should also include what exactly the student are receiving points for. This will help you deliver the material in a guided, timed fashion that will in turn help the students be prepared for what comes next.
Rubrics should provide students with more informative feedback. It should help students be more thoughtful of their quality of work.The rubric should define the quality of work that is expected and explain what is expected in language that the student can understand.
When I've created rubrics on my own, I didn't usually fill in specific criteria for how to score a particular number in each category. After this week's readings, I now see how that makes a rubric a quality rubric.
I agree that a good rubric needs to be written in a language that the students can understand. If a student doesn't understand his/her expectations, then the student's work will reflect this. Generic rubrics should also be tailored to fit the assignment.
I think that rubrics are used for what is assessed, how it will be assessed, what the criteria for the assignment or project is, what is required of the student,written in understandable language for the student, and a point value for each of the areas being evaluated. I think that rubrics need to be written clear and concise.
I believe a rubric should contain several components in order to be effective. Some critera that feel is very important when constructing one is: clearly delineated points--select 4 or 5 main points that are most important, include subcategories, project points-assign a values for each category, and a comment page. If these components are included, I think it makes grading much easier.
A rubric should provide students exactly what is expected of them and what level their work will be assessed. The rubric should be written in a manner that is easily understood by the student and can be used by the teacher for assessment. Formative assessment rubrics should guide students toward expected outcomes. Summative assessment rubrics should provide students "current state of knowledge."
I would think of a rubric as a performance based evaluation. I really did not think of it in terms of formative or summative.
All learners would benefit from rubrics. They could us it themselves for peer evaluations, self-evaluations, along with how the teacher will evaluate them.
Summative rubrics are usually at the end of a project looking for all of the requirements.
Formative rubrics are used for keeping the students on tract, seeing where they are in the assignment. It also ensures that the student and the teacher are on the same page in the assignment.
Rubrics would be useful tool to provide parents with how particular assignments were graded.
A good rubric must have detailed criteria and levels of achievement. The teacher expectations must be clear and specific, expressing the desired quality of the task. It must be easy to explain and easy to use by a student to follow and self-evaluate. A rubric that is well-developed will save time for both the teacher and students.
ReplyDeleteA well-developed rubric must be clear and precise. Rubrics have to have a criteria and the score level or satisfactory/unsatisfactory levels of achievements. The rubrics must be understood by the students using them. The students should be able to follow and evaluate themselves. Rubrics save a lot of time for the teacher and her assessments.
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ReplyDeleteA well-developed rubric should be clear and concise. It should be written in student-friendly language. Each student should be able to follow a rubric easily and evaluate themselves. The rubric should also be aligned with standards. Well-developed rubrics will reduce time spent evaluating a piece of work.
ReplyDeleteRubrics should be written in language that a student can understand easily. They should be in a friendly organizational format that allows students to differentiate between what is considered excellent to what is considered poor, as well as, all the in-between. They should be aligned to the standards that are being taught within the assignment. Having the expectations clear will not only save the student time in trying to figure them out, but the teacher as well, because there will be less questions about the assignment.
ReplyDeleteA well-developed rubric should specifically target the CSO's the teacher is using for a specific assignment/project. A teacher should never use a generic rubric with criteria he or she hasn't covered. I like what others are saying about the use of student-friendly language. If students are familiar with a teacher using the phrase "word choice," then the phrase "word choice" should be used on the rubric instead of "diction." It confuses students. It is also important to clarify the distinction between the levels of achievement (level 1, level 2, level 3, level 4, etc) in order to remove as much subjectivity from the the grading process as well as clearly justifying the scoring for the students.
ReplyDeleteA rubric should be student friendly. I agree with others on this topic. If students can not understand what they are going to be assessed on the do not have a chance to succeed. The rubric should also be aligned with content standards. If a teacher is assessing a students learning the assessment should be CSO based. The rubric should also be original. A generic rubric might not assess a students learning as well as a rubric specifically designed for a lesson.
ReplyDeleteA good rubric is easy to read, understand and use. A good rubric is fair and connected to what you are assessing.A rubric also expresses expectations of the teacher for the student. It is written so a student can understand exactly what is being assessed. The student also knows how to receive the highest grade available and can understand why they recieve the grade they do by looking at the rubric. A good rubric takes away the guessing game of "Why did I get this grade?"
ReplyDeleteA good Rubric should not only cover the CSO's and other subject matter you wish, but it should be highly focused on keeping your students on task. The Rubric should be laid out neatly so that all students understand, and it should also include what exactly the student are receiving points for. This will help you deliver the material in a guided, timed fashion that will in turn help the students be prepared for what comes next.
ReplyDeleteRubrics should provide students with more informative feedback. It should help students be more thoughtful of their quality of work.The rubric should define the quality of work that is expected and explain what is expected in language that the student can understand.
ReplyDeleteWhen I've created rubrics on my own, I didn't usually fill in specific criteria for how to score a particular number in each category. After this week's readings, I now see how that makes a rubric a quality rubric.
ReplyDeleteI agree that a good rubric needs to be written in a language that the students can understand. If a student doesn't understand his/her expectations, then the student's work will reflect this. Generic rubrics should also be tailored to fit the assignment.
ReplyDeleteI think that rubrics are used for what is assessed, how it will be assessed, what the criteria for the assignment or project is, what is required of the student,written in understandable language for the student, and a point value for each of the areas being evaluated. I think that rubrics need to be written clear and concise.
ReplyDeleteI believe a rubric should contain several components in order to be effective. Some critera that feel is very important when constructing one is: clearly delineated points--select 4 or 5 main points that are most important, include subcategories, project points-assign a values for each category, and a comment page. If these components are included, I think it makes grading much easier.
ReplyDeleteA rubric should provide students exactly what is expected of them and what level their work will be assessed. The rubric should be written in a manner that is easily understood by the student and can be used by the teacher for assessment. Formative assessment rubrics should guide students toward expected outcomes. Summative assessment rubrics should provide students "current state of knowledge."
ReplyDeleteI would think of a rubric as a performance based evaluation. I really did not think of it in terms of formative or summative.
ReplyDeleteAll learners would benefit from rubrics. They could us it themselves for peer evaluations, self-evaluations, along with how the teacher will evaluate them.
Summative rubrics are usually at the end of a project looking for all of the requirements.
Formative rubrics are used for keeping the students on tract, seeing where they are in the assignment. It also ensures that the student and the teacher are on the same page in the assignment.
Rubrics would be useful tool to provide parents with how particular assignments were graded.