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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

IAR: Assess students > True/False questions True-false questions are typically used to measure the ability to identify whether statements of fact are correct. The questions are usually a declarative statement that the student must judge as true or false. Strengths: Can cover a lot of content in a short time (about two questions per minute of testing time) The question is useful when there are only two possible alternatives. Less demand is placed on reading ability than in multiple-choice questions. Limitations: Difficult to write questions beyond the knowledge level that are free from ambiguity. Common formats for true-false questions Tips for writing true/false questions: Construct statements that are definitely true or definitely false, without additional qualifications.

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

Sample Items and Performance Tasks Smarter Balanced sample items illustrate the rigor and complexity of the English language arts/literacy and mathematics items and performance tasks students will encounter on the Consortium’s next-generation assessments. The sample items and performance tasks are intended to help teachers, administrators, and policymakers implementing the Common Core State Standards (CCSS) and preparing for next-generation assessments. They provide an early look into the depth of understanding of the CCSS that will be measured by the Smarter Balanced assessment system. The sample items and tasks can be viewed by grade band (grades 3-5, 6-8, and high school) or content focus. The sample English language arts/literacy items and performance tasks include a mixture of published and commissioned reading passages and sources. It is important to note that these samples represent only a small fraction of the more than 10,000 items and tasks currently in development to support the Pilot Test in early 2013.

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?

wikispaces Introduction Wikispaces Classroom is a social writing platform for education. We make it incredibly easy to create a classroom workspace where you and your students can communicate and work on writing projects alone or in teams. Rich assessment tools give you the power to measure student contribution and engagement in real-time. Wikispaces Classroom is free for teachers and students. Learn more about Wikispaces Campus, our Wikispaces Classroom solution for entire schools, school districts and universities. Why Wikispaces Classroom? Our mission is to help teachers help students. Wikispaces has been adopted and loved by so many teachers and students precisely because it has done these things implicitly. Read more below about how Wikispaces Classroom delivers on this promise. What We Call It Make teachers' lives easier. What the Industry Calls It Increase teacher capacity. We're different. Help students achieve more. Improve student outcomes. Make teaching and learning fun. Classroom Management Yes.

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. Print web pages, create PDFs Tools for Actively Engaging Students in Assessment Processes Harvey F. Silver We have seen the meaning of classroom assessment evolve in recent years. No longer a simple evaluation of student work, assessment is now better described as a continuous and collaborative journey—a learning process that has become an integral component of effective instruction. Here, we focus on Shift 1, moving from teacher-directed assessment to classroom assessment that invites students into the process. Backwards Learning To better illustrate this important shift, let's take a closer look at one of the tools from Tools for Thoughtful Assessment: Classroom-Ready Techniques for Improving Teaching and Learning (Boutz, Silver, Jackson, & Perini, 2012) that teaches students how to analyze a task and its cognitive demands. Assessment Task: At the end of this lesson or unit, what will I be asked to do or create? Integrating New Tools with Existing Instruction Reference Boutz, A. ASCD Express, Vol. 8, No. 17.

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...