1. Rubrics One Step in Creating a Common Learning Vocabulary

2. What Is a Good PBL Problem?Using a Rubric to Assess

3. Good PBL Problems… relate to real world, motivate students require decision-making or judgments are multi-page, multi-stage are designed for group-solving pose open-ended initial questions that encourage discussion incorporate course content objectives, higher order thinking, other skills

4. Bloom’s Cognitive Levels Evaluation - make a judgment based on criteria Synthesis - produce something new from component parts Analysis - break material into parts to see interrelationships Application - apply concept to anew situation Comprehension - explain, interpret Knowledge - remember facts, concepts, definitions

5. Rubric to Evaluate PBL Problems

6. Rubric to Evaluate PBL Problems

7. Rubric to Evaluate PBL Problems

8. Rubric to Evaluate PBL Problems

9. Rubric to Evaluate PBL Problems

10. Rubric to Evaluate PBL Problems

11. Rubric to Evaluate PBL Problems

12. Rubric to Evaluate PBL Problems

13. Rubric to Evaluate PBL Problems

14. Another Task After you design your project this afternoon, apply the rubric to it.

15. Why Rubrics? Common Learning Vocabulary Tool for metacognition Tool for facilitating more peer review Make Explicit What We Value (derived from or lead to overarching standards) Carry skills acquisition across disciplines Shift conversation to progress over grades

16. Is it a Rubric? Rubric vs Checklist vs Point Sheet

17. Elements of a Rubric From:http://qualityrubrics.pbworks.com/Checklist

18. Types of Rubrics •describe domains of a product or performance separately •have limited descriptors for each attribute •allow for specific diagnostic feedback •describe the development of a process or product (i.e., reading, writing, problem solving, listening) •used by educators to make instructional decisions •Are written so that they may be used with more than one task of performance •Can be used across genres and even domains (problem solving, reading) •Are written for specific classroom tasks or assignments •Include language that specifically connects the rubric to the task or assignment students will complete Holistic Analytic Generic Task-Specific Developmental •Describe a product or performance as a whole •Rely on multiple descriptors •Are limited in value in terms of providing precise diagnostic information •May cause more scoring dilemmas

20. Some Considerations School-wide Rubrics for Make the top category really exemplary Move away from equating the numbers to a grade, shift emphasis to are you making progress and showing growth Use rubrics for Feedback

21. Lets Explore Rubrics More!

22. Some Tools Canvas Chalk and Wire