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Authentic Assessment and Rubrics

Authentic Assessment and Rubrics
Here you will find a hand selected index of authentic assessment resources. Includes information about performance assessment, rubrics, negotiable contracting, electronic portfolios, and web-based tools for creating your own assessments. Examples of RubricsIncludes rubrics for cooperative learning, research reports, eportfolios, PowerPoint/oral presentations, multimedia, video, and web projects The Case for Authentic AssessmentGrant Wiggins describes the need for authentic assessment. Why Use Rubrics? Recommendations for Developing Instructional Rubrics (pdf)Suggestions to assist when developing and implementing alternative assessment activities. Formative Assessment That Truly Informs Instruction (pdf)How do I grade? Developing Performance Assessment TasksCharacteristics of effective performance assessment tasks Creating Meaningful Performance AssessmentsFour issues performance assessments must address to meet high standards for reliability and validity. Related:  evaluation-assement

Creating a Rubric that will not be saved If you want to show someone how RubiStar works or you do not wish to save the rubric you create, then follow these directions. Getting Started Scroll down on the homepage of RubiStar until you see the green arrow, like the one shown below, that says Make a New Rubric. Click on the arrow or the text link directly under the arrow. Choosing a customizable rubric You will now see a list of available rubric templates. Entering rubric information Next you will begin entering your information into the rubric. Now add your zip code. Selecting rubric content The rating scale for the rubric is set to automatically display a numerical rating scale (4, 3, 2, 1). Next you will be able to select your rubric categories. Repeat the previous step for all of the categories you wish to include in your rubric. You can edit the text by clicking in the boxes. If at any time you would like to erase all the changes you made to one box, click the Reset button as shown in the image below. Modifying the rubric

Classic: Exploring Rubrics A little history: This article first appeared on the MiddleWeb site (with permission from the author) in 1997, in the early years of rubrics in the classroom. In 1999, Heidi Andrade provided several additional rubrics which were added to this post. More than 15 years after this material first appeared at MiddleWeb and long after its original link was functional, it continues to be one of the most sought-after MiddleWeb resources. For that reason, we’ve reposted it here and redirected the original link to this new page. At the end of this post, we’ve also included links to several rubrics associated with inference, independent writing, and literary conversation. Please note that the portion of this post which was published at Educational Leadership can also be accessed at the ASCD site (4/20/14). For more contemporary resources, including Common Core perspectives, be sure to visit our MiddleWeb resource roundup: All About Rubrics What Is a Rubric? Why use rubrics? How Do You Create Rubrics?

Alternative Assessment Rubrics Whereas a checklist simply provides an indication of whether a specific criterion, characteristic, or behavior is present, a rubric provides a measure of quality of performance on the basis of established criteria. Rubrics are often used with benchmarks or samples that serve as standards against which student performance is judged. Rubrics are primarily used for language tasks that involve some kind of oral or written production on the part of the student. It is possible to create a generic rubric that can be used with multiple speaking or writing tasks, but assessment is more accurate when the instructor uses rubrics that are fitted to the task and the goals of instruction. There are four main types of rubrics. 1. Holistic scales or rubrics respond to language performance as a whole. Holistic rubrics commonly have four or six points. A well-known example of a holistic scale is the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines (1986). 2.

iLearned vs. iLearning: Differentiated portfolio assessment with the iPad? Differentiated learning is at the heart of my teaching philosophy. I believe teachers need to make a conscious effort to embrace all learning styles in their instruction, and to embed these learning styles in their assessments. I also believe the iPad makes doing so much easier, as it has for me. The iPad, and its enormous range of educational apps, offer multiple ways of teaching. Differentiation needs to be equally embedded in assessment as it is in teaching. I am a big fan of portfolio assessment. Planning : a huge variety of brainstorming and mind-mapping apps can be found in the App Store. While I have described my portfolio assessment practices in the drama classroom, along with my attempts to differentiate to cater for all learning styles, I believe such practices can be replicated in any other subject area. Update 25/05/2013 I delivered a presentation at the ICTEV 2013 conference about this, you can find the PowerPoint I used here. Like this: Like Loading...

Assessment: my Eureka moment? When I started teaching, I struggled most with assessment. I found lesson-planning, curriculum-planning and classroom management challenging of course, but these were bearable challenges. Assessment, on the other hand, was a mystery to me. During the early years of my teaching experience, I was always the teacher preparing students for assessments designed by someone else, whether it is an external organisation or another teacher. As part of my masters, I studied a subject called ‘Second Language Assessment’. Cracking the assessment code was no easy task, and I made a lot of mistakes along the way. Assessment needs to be aligned with the learning objectives: sounds like common-sense, but in actual fact, it isn’t. I do hope that these personal reflections on assessment can be beneficial for other new teachers out there. Brown, H.D. & Abeywickrama, P. (2010). Brown, J.D., Hudson, T. (1998). Brown, S. (2004). Stiggins, R.J. (2005). Like this: Like Loading...