ASSESSMENT

Performance-Based
Assessments are meaningful, challenging experiences that involve presenting students with an authentic task, project, or investigation, and then observing, interviewing and/or examining their artifacts and presentations to assess what they actually know and can do.

Generative
Students and their teachers create the assessment criteria and/or tools so that they are meaningful and generate knowledge.

Seamless and Ongoing
Instruction and assessment are integrated; assessment of the process and products occurs throughout the instruction.

Authentic Assessment
Authentic assessment is geared toward assessment methods which correspond as closely as possible to real world experience. The instructor observes the student in the process of working on something real, provides feedback, monitors the student’s use of the feedback, and adjusts instruction and evaluation accordingly. Authentic assessment takes this principle of evaluating real work into all areas of the curriculum.

The advantages of using rubrics in assessment are that they:

allow assessment to be more objective and consistent
focus the teacher to clarify his/her criteria in specific terms
clearly show the student how their work will be evaluated and what is expected
promote student awareness of about the criteria to use in assessing peer performance
provide useful feedback regarding the effectiveness of the instruction
provide benchmarks against which to measure and document progress

Collaboration Rubric

Name __________________________________

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Contribute
Research & Gather Information	Does not collect any information that relates to the topic.	Collects very little information–some relates to the topic.	Collects some basic information–most relates to the topic.	Collects a great deal of information–all relates to the topic.
Share Information	Does not relay any information to teammates.	Relays very little information–some relates to the topic.	Relays some basic information–most relates to the topic.	Relays a great deal of information–all relates to the topic.
Be Punctual	Does not hand in any assignments.	Hands in most assignments late.	Hands in most assignments on time.	Hands in all assignments on time.
Take Responsibility
Fulfill Team Role’s Duties	Does not perform any duties of assigned team role.	Performs very little duties.	Performs nearly all duties.	Performs all duties of assigned team role.
Participate in Science Conference	Does not speak during the science conference.	Either gives too little information or information which is irrelevant to topic.	Offers some information–most is relevant.	Offers a fair amount of important information–all is relevant.
Share Equally	Always relys on others to do the work.	Rarely does the assigned work–often needs reminding.	Usually does the assigned work–rarely needs reminding.	Always does the assigned work without having to be reminded.
Value Others’ Viewpoints
Listen to Other Teammates	Is always talking–never allows anyone else to speak.	Usually doing most of the talking–rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount.
Cooperate with Teammates	Usually argues with teammates.	Sometimes argues.	Rarely argues.	Never argues with teammates.
Make Fair Decisions	Usually wants to have things their way.	Often sides with friends instead of considering all views.	Usually considers all views.	Always helps team to reach a fair decision.

				Total

Project Rubric
	A	B	C
Content	“B”, plus Covers topic in depth. Elaborates throughout Includes details. Raises questions. Invites ?’s & curiosity & audience wants to know more.	“C” plus: Includes essential information. Some elaboration beyond minimal requirements. Texts are in correct English	Fulfills minimal topic requirements: Texts are paraphrased & overall in correct English. Variety of references were used The “what is, how, where, why, when, how often, with what effect is described. At least one Internet example is given.
Technology	“B”, plus Graphics 1 Moving sequence. Includes varied graphics from 3 outside sources. Uses advanced, varied multimedia features and attachments (scanner, etc). Uses varied yet cohesive methods for project.	“C” plus: Has 3 more cards. Often, more than one text field/card uses design features on most cards. Integrates 4 graphics from 2 outside sources.	Fulfills minimal requirements: Has title &overview cards. Additionally, has 6 cards and an a biographical card for each person in the group. Each card 2 buttons, text. 3 cards have colors, transitions, sounds. 1 graphic each is included from 2 outside sources. Group work is integrated into one project. Shows effort and growth.
Oral Presentation	“B”, plus Uses original approach effectively. Highly organized. Well rehearsed. Uses vivid, precise language. Ease in delivery techniques.	“C” plus: Interesting. Logical order. Fluid delivery. Clear connections in material. Good use of delivery techniques.	Engages audience. Clear and understandable. Uses appropriate language. Uses limited delivery techniques. Takes equal turns.
Teamwork	“B”, plus: Provides vital leader- ship. Asks for and gives suggestion & help. Maintains positive attitude.	“C” plus: Helps to organize and facilitate group. Encourages others. Carefully edits peer/s. Stays on task, Meets due dates.	Works well in group. Contributes to group effort. Participates in peer editing. Does assigned tasks. Takes turns.

Oral Presentation Rubric

Your Name: _________________ Group Topic :__________________________

Group Members:___________________________________________________

Oral Presentation Rubric

Oral Presentation Rubric	Possible Points	Self-Assessment	Teacher Assessment
Provided depth in coverage of topic.	10
Presentation was well planned and coherent.	10
Presenters were models of thoughtfulness. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions.	10
Communication aids were clear and useful. Handout was useful for others interested in topic.	10
Bibliographic information for others was complete.	10
Total Possible Points	50

Rate each category according to the following scale: 9-10 = excellent, 7-8 = very good, 5-6 = good, 3-4 = satisfactory, 1-2 = poor, and 0 = unsatisfactory.

Steps in Rubric Development

Determine learning outcomes
Keep it short and simple (Include 4 – 15 items; use brief statements or phrases)
Each rubric item should focus on a different skill
Focus on how students develop and express their learning
Evaluate only measureable criteria
Ideally, the entire rubric should fit on one sheet of paper
Reevaluate the rubric (Did it work? Was it sufficiently detailed?)

Terms to use in measuring range/scoring levels

Needs Improvement…Satisfactory…Good…Exemplary

Beginning…Developing…Accomplished…Exemplary

Needs work…Good…Excellent

Novice…Apprentice…Proficient…Distinguished

Numeric scale ranging from 1 to 5, for example

After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. These words will be the ones that you will change as you write the less than top level performances.

Concept words that convey various degrees of performance

Depth…Breadth…Quality…Scope…Extent…Complexity…Degrees…Accuracy

Presence to absence

Complete to incomplete

Many to some to none

Major to minor

Consistent to inconsistent

Frequency: always to generally to sometimes to rarely

Rubric Template

(Describe here the task or performance that this rubric is designed to evaluate.)

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.

Written by Your Name. Last updated mm/dd/yy.

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Assessments

Collaboration Rubric

Steps in Rubric Development

Terms to use in measuring range/scoring levels

Concept words that convey various degrees of performance

Rubric Template

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