using rubrics to guide performance criteria:
Rubrics are one of the best ways to establish performance criteria and offer students a road map for improvement. In addition to effectively communicating expectations to students, it demonstrates for students what they need to do to reach the different levels of proficiency.
Goodwin and Hubble (2013) recommend teachers focus on the following guidelines when creating rubrics for students:
I created a rubric for the students based off of the learning targets that I gave them in the unit plan and the results of the data from the formative assessment. I also took into consideration the five-step process for translating the standards into a lesson plan.
1. Identify your focus for the lesson.
2. Determine how you will assess learning.
3. Determine how you will engage students.
4. Determine how you will engage students in learning and mastering content.
5. Identify how to close your lesson (Goodwin, B. & Hubble, E., 2013, pg. 10-11).
Using the example, as well as the five-step process, the following are the skills that the students will need to master in order to be proficient in this standard:
I started with the “Exceeds” area of the rubric, and worked my way backwards. I also took into consideration the areas in which the students needed help. I tried to make sure that the Common Core Standards were clearly defined within the rubric. This rubric will be used at the end of the lesson plan to determine their final understanding.
Goodwin and Hubble (2013) recommend teachers focus on the following guidelines when creating rubrics for students:
- Identify the proficient level first.
- Build the rest of the rubric around proficiency.
- Focus on growth.
I created a rubric for the students based off of the learning targets that I gave them in the unit plan and the results of the data from the formative assessment. I also took into consideration the five-step process for translating the standards into a lesson plan.
1. Identify your focus for the lesson.
2. Determine how you will assess learning.
3. Determine how you will engage students.
4. Determine how you will engage students in learning and mastering content.
5. Identify how to close your lesson (Goodwin, B. & Hubble, E., 2013, pg. 10-11).
Using the example, as well as the five-step process, the following are the skills that the students will need to master in order to be proficient in this standard:
- Students will be able to answer relevant questions regarding what is going on in the story as well as order of events both orally and in drawing and writing.
- Students will be able to make accurate predictions 75% of the time.
- Students will be able to put a story in the correct order both orally and in drawing and writing.
I started with the “Exceeds” area of the rubric, and worked my way backwards. I also took into consideration the areas in which the students needed help. I tried to make sure that the Common Core Standards were clearly defined within the rubric. This rubric will be used at the end of the lesson plan to determine their final understanding.
little_red_hen_rubric.xlsx | |
File Size: | 10 kb |
File Type: | xlsx |
I tried to make sure that my rubric included the unpacked standards, and was something that I would be able to measure. I am unsure if I need to change the language used in the rubric so that it is one that the students will be able to better understand on their own. However, with the students being so young, I determined that I would be explaining the expectations to them, rather than them reading the rubric themselves. I think that the rubric as it stands right now is more useful for me and the teacher, and for the parents to understand what the expectations are for their children. I feel satisfied with my initial rubric, but I am sure that I will be making changes over time to ensure that it is a rubric that will serve not only me, but the students as well.
References
Colorado Department of Education Unit of Academic Standards. (2010). Reading, writing and communicating. Retrieved from
http://www2.cde.state.co.us/scripts/allstandards/COStandards.asp?glid=3&stid2=6&glid2=0.
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: ASCD.
Colorado Department of Education Unit of Academic Standards. (2010). Reading, writing and communicating. Retrieved from
http://www2.cde.state.co.us/scripts/allstandards/COStandards.asp?glid=3&stid2=6&glid2=0.
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: ASCD.