Discussion: Rubric Construction and Use

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Discussion: Rubric Construction and Use

A rubric is “a scoring guide that includes a scale that spans different levels of competency” (McMillan, 231, p.231). The most common rubrics used in secondary classrooms are analytic rubrics, where each criterion receives a separate score.

For this discussion please discuss your experience with using rubrics in the classroom as well as the strengths and challenges of using rubrics in your classroom/content area. Your textbook discusses the best approaches to creating and using rubrics so you should please refer to these “best practices” in your original post and whether you use these practices (or others) in your classroom.

Discussion Guidelines:

In each discussion you are expected to provide one original post within the first week that the discussion is open, and then respond to a minimum 4-5 of your classmates’ posts. Timely posts are in the A range. Late posts will result in no credit for the discussion.

Extra Info:

Learning Guide: Performance Assessments.

Performance tasks add rigor and vitality to curriculum and assessment. As culminating tasks, they bring focus to multiple goals and important skills for students. Teachers, other school colleagues, and students must carefully plan and document student work. It is essential that students are given consistent, coherent, and careful feedback. In addition, it’s important for teachers to understand effective ways to determine what the tasks are telling them. A brief overview on simple analysis will help support you as you learn to analyze the assessments that you give in your own classroom. Performance tasks should be directly aligned with the objectives they’re intended to measure.

A few notes about performance tasks: (from Stuart, 2004, – p. 78)

  • Performance tasks must consider both process and product. Feedback at every stage of the work is important.
  • Performance tasks must be manageable for teachers and students alike.
  • Performance tasks must be purposeful. Whether designed by teachers or students, tasks must include clearly defined standards and performances toward which students move in well-defined steps that guide the learning process.
  • Performance tasks must be scaffolded and differentiated for student success. They must be developmentally appropriate. Students need to take risks. They also need a safety net, encouragement, and direction when they regroup and try again.
  • Because performance tasks are complex and take time to create, they are more successful when they are developed by a team of teachers.
  • While an assessment task may require an authentic performance that can simulate ideas and skills used in real life, it also includes the practice and development of discrete skills along the way.
  • A performance task should aim to generate new thinking, deeper understanding, and complex reasoning that is demonstrated through the performance, not merely represent a re-enactment or a recreation of a standard solution.

From Stuart, L. (2004). Assessment in Practice: A View from the School. Newton, MA: Teachers 21.