1. Read items posted by colleagues and determine the components you feel describe a well-developed assessment rubric.
2. Reflect on the video you viewed as well as the articles you've read with respect to addressing both content standards and performance standards in your rubrics.
3. Review the components members of this course have posted in the Blog and decide which components address content standards and which are performance standards.
4. Discuss the five components that seem most meaningful for a rubric and tell how they can be used to describe content or performance standards in your rubrics.
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I didn't see a link for a video, and the first article link didn't link to the article, either. However, the powerpoint presentation says that content and performance standards state ideas differently. Content standards focus more on what the teacher will present while performance standards focus more on what students should learn and/or be able to do after the lesson.
ReplyDeleteRubrics should inlcude performance standards that help students know the teacher's expectations are for them on the specific assignment.
After reading the PowerPoint presentation I found that content standards and performance are different. Content standards center on what you want the students to know and focus on a high level of expectations while performance standards center on what you want the students to do. Performance standards also could have expectation levels. Rubrics/assessments should match the standards, be fair, easy to administer and interpret. Basically, students should be able to look at a rubric and know exactly what the teacher expects from them.
ReplyDeleteAfter I read the powerpoint presentation on the differences between content standards and performance indicators, I learned that performance indicators show what the participants will be able to do and content standards show what you want the participant to know. Both content standards and performance indicators have expectation levels. Rubrics should include the content standards and the performance indicators. The students should be able to look at a rubric and know exactly what to do and what is expected of them.
ReplyDeleteThe differences between performance standards and content standards I learned are basically content standards focus more on what students know, and performance standards focus on what students should be able to do. Both content standards and performance standards have expectation levels. When making a rubric a teacher should make them match both performance and content standards, the rubric should be fair, and the rubric should be easy to read and understand. I think the teacher should go over the information on the rubric with students to check for understanding before students begin the assignment.
ReplyDeleteContent standards in regard to rubrics are more focused on what you want the students to know than performance standards which focus more on what you want the students to do. Rubrics should include both and provide clear expectations so students are able to understand exactly what is expected of them. Going over the rubric before hand, like Brandi Jo said, is a great way to clear up any misconceptions before the students get started.
ReplyDeleteNot sure if I'm doing this right, but here it goes>>> When looking at charts from the power point, I was interested in the design down and deliver up concpet in conjunction with the content standards (cs) and the performance standards (ps). I was visualizing the 5 components on the chart: commencement, benchmark, grade level, unit, and lesson. I saw the lesson as being more of a content standard in that the teacher is delivering what the student will learn(cs). I saw the unit as signifying both teacher modeling (cs) and the students exploring without assessment (ps). I saw grade level as being both teacher (cs) making informal assessments and adjustments to instruction based on student (ps) initial exploration of the lesson in particular and the unit as a whole. I saw the benchmark also being both teacher (cs) and student (ps)through formal assessments like quizzes and checklists, and conferences so that mainly the student would be aware of what they've learned and what they still need to know. I saw the commencement as being student centered (ps) as a final assessment of the unit. When considering a unit/lesson through the components and whether or not each component is a content or performance standard, teachers can better design a rubric that will more accurately assess student learning.
ReplyDeleteContent standards tell what you want students to be able to know and understand. Performance standards prove that they achieved the content by showing what they can do with what has been taught to them.
ReplyDeleteA meaniful part of a rubric is having categories that are relevant to the expected outcome. You want to make sure the categories that your are grading meet the performance standard and aren't things that do are not relevant to the project.
After reading every else's comments, I see some recurring characteristics about what makes a good rubric. 1-detailed criteria, 2-clear expectations, 3-student-friendly language, 4-CSO driven, 5-allow for feedback. From this week's readings and PPoint, I learned that "real life" authentic tasks are best for determining how a student has grasped content. It is the assessments that "power drive" instruction. There is a difference between objectives and standards, and furthermore a difference between content and performance standarsd. Objectives are the HOW and are "giver-based". Standards are the KNOW and are "receiver-based". Content Standards are what the students should KNOW. Performance standards are what the students should be ABLE TO DO. (As Ms. Mowery, I was unclear as to what to do for the rest of the post.)
ReplyDeleteAfter reading everyones comments I feel I have a better understanding about rubrics, content standards, and performance standards. The power point was also a very helpful resource. A rubric should include both content and performance standards. The standards help the students through a lesson and lets them know exactly what is expected.
ReplyDeleteAccording to the articles I've read, "Practical Assessment" concludes that the focus is on the consistency of rubrics. Rubrics need to be designed so that they are suitable for all students. Many ready-made rubrics are not consistent in that the performance criterion changes from level to level. Many rubrics, at the lower level, describe performance criteria in negative terms. Consistency is a must in order for rubrics to be successful and its design must truly match its purpose. "Understanding by Design" gives insight into designing lessons with the "outcome" in mind. Using a backward design can cut back on the amount of time a teacher spends on creating activities or plans that don't necessarily help to achieve the CSOs or objectives. After viewing the power-point and reading other postings, I agree it was a very helpful resource. It helped to define the difference between content standards and performance indicators. I find that a beneficial rubric should include the following: content/performance standards, categories that are precise for grading each student, assigned points, and be written in positive terms.
ReplyDeleteFrom the reading, I feel that rubrics should 1) Be consistant in the desription of performance criteria, 2) Have clear expectation, 3) Be written in positive language, 4) Allow students to take responsibility for their own learning, 5) Have value to other stakeholders, and 6) Be written with performance standards. The idea of performance indicators is good, in my opinion, becuase they shift the focus to what students should be able to do. This seems to be most important: focusing learning so that students can perform, not just know. I feel that using the above components, a rubric can be created which focusing on what students will be able to do versus simply learn.
ReplyDeleteAfter reading I feel the three most important questions to ask while forming a rubric are: Are all the performance criteria explicitly stated? Are the attributes explicitly stated for each perfomance criteriaon? are the attributes consistently addressed from one level to the next on the progession scale?
ReplyDeleteThe Power Point really helped me understand the difference between Content Standards and Performance Standards. Content Standards answer the question: What do I want my students to know?
Permance Standards answer the question: What do I want my students to be able to do?
As I have read the comments, most if not all determined that a well-developed assessment rubric assesses all students, identifying what the student should know and what they should know how to do. They should be stated clearly, in student understandable positive language, and to identify exactly how the project will be graded. It incorporates expectations and provides an avenue for the students to be responsible for the grade they receive.
ReplyDeleteThe content standards indicate what content they should know and the performance standards identify what the student be able to do.