1	Clear expectations, improved outcomes: Using rubrics Camilla Elliott St Joseph’s College – Mildura Research, Evidence and Engaging Learning SLAV Conference - 5 September, 2003 www.linkingforlearning.com
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3	Purpose of Assessment The primary purpose of assessment should be to improve student learning: Assessments should allow reasonable judgment to be made about the extent to which the student has achieved the intended outcomes; in addition, assessment should support learning and not undermine it. (Nightingale, 1996)
4	What are we assessing? Previously Word documents Excel Publisher Sim City Posters Today Web pages Video clips Visual Diagrams Hyperstudio Powerpoint Mixed media presentations Email discussions
5	What’s a Rubric? A rubric is a tool for assessing instruction and performance according to predetermined expectations and criteria. Sample
6	Goals rubrics achieve Clarify targets of instruction, esp. complex tasks – no “mystery” Provide valid and reliable assessment of student learning Develop both teacher and student confidence Improve student motivation and achievement by defining the nature of quality performance
7	Rubric Components A matrix/list of stated objectives or criteria against which students will be assessed A numerical or comment range which rates student performance A description for each level indicating the degree to which students have satisfied the set criteria
8	Student Focus Active involvement of student with teacher to set the assessment criteria Ownership of the learning established Focus on what is important Strategies, skills and opportunities to evaluate their own learning Individualised to suit ability & learning style Rubric distributed with the task
9	Teaching Focus Helps to determine teaching effectiveness – what approaches and methods work? Helps to determine whether the program is achieving desired goals Is a tool for communicating to others Removes subjectivity Creates professional consistency
10	Some final advantages Clarifies understanding of expectations from the beginning Promotes student awareness about the criteria to be used when assessing peer performance Provides benchmarks against which to measure and document student progress Aids empowerment
11	Steps in Rubric Development Determine learning outcomes Keep it short and simple (include 4-15 items/ statements) Each rubric item should focus on a different skill Focus on how students develop and express their learning Evaluate only measurable criteria, clarifying value of options
12	More Development Steps…… Ideally, the entire rubric should fit on one sheet of paper Re-evaluated the rubric after use (Did it work? Was it detailed enough?)
13	"Gather student work samples &..." Gather student work samples & sort samples into 3 - 4 groups Record your own descriptive statements & categorise into critical performance elements Write an operational definitions of each element Select the "best match" of student work per each level of performance--i.e.exemplary, proficient, basic, novice Repeat steps . . . refine
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15	Recommended Texts Bellanca, J., Chapman, C., Swartz, E. (1997) Multiple assessments for multiple intelligences. Hawker Brownlow Education. Berman, Sally. (2000) Project learning for the multiple intelligences classroom. Pearson Education Education Australia. Burke, Kay. (1999) The mindful school: how to assess authentic learning. (3^rd ed). Hawker Brownlow Education. Fogarty, R. & Stoehr, J. (1994) Integrating curricula with multiple intelligences: themes, teams & threads. Hawker Brownlow Education
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