EDU221RubricFeedback

> Consider having them. > If you have them, be careful how you word it. The moral of the staple story is to avoid loopholes The moral of the student sample brochure (2nd grade weather unit, brochure for teachers on how to use word processing to create a brochure) is be content-specific and make sure you have enough criteria that is content-related
 * Credits **
 * **look over your own product rubric and see, do you have a place for credits/ citations etc.? (typically, the presentation rubric doesn't need credits or citations)**
 * 1) Does your product rubric have a credits/citation criteria? If not, add one.
 * 2) The citations/ works cited should not be just a page they hand in to you separately, they need to be incorporated into or displayed nearby the product (for example, the credits are in the description section of youtube or you embedded an audio file in a blog entry and put the credits as text in that same entry).
 * 3) Don't make your last criteria "no credits were included" because "no credits" is plagiarism and that is handled differently (however you stated it in your syllabus) . . . make sure you don't have a plagiarism loophole that will allow your students to copy and paste all their content straight from Wikipedia
 * Time Limits **
 * 1) Don't give an exact time limit. If you say Proficient = 3 minutes and Outstanding = 4 minutes, what about 3:35 minutes? You need to include a range.
 * 2) Avoid duplication: if you say Proficient = 2 to 3 minutes and Outstanding = 3 to 4 minutes, what is a presentation that's exactly 3 minutes? It's now in both categories of proficient and outstanding. Here are some suggestions:
 * 3) Try giving a range: 2:00-2:59, 3:00-3:59, 4:00-4:59, more than 5 minutes or less than 2 minutes
 * 4) Presentation is 5-6 minutes long, presentations is within one minute of the desired time, presentation is within two minutes of the desired time, presentation exceeds the desired time by two minutes or fails to be within two minutes of minimum time (thank you Jacob Vining and Connor Lynch, Fall 2015 Practicum for this idea)
 * 5) Presentation is within 30 seconds of being 5-6 minutes long; presentation is within 30 seconds of being 3-4 minutes long; presentation is within 30 seconds of being 1-2 minutes long; presentation is less than one minute or more than 6 and a half minutes (thank you Elizabeth Foley, Fall 2015 Practicum for this idea)
 * The Staple Story **
 * **look over your own rubrics (both product and presentation) and see if you have any loopholes, including these common loopholes:**
 * ranges in criteria that are vague, redundant, or inaccurate
 * 1) Rubistar often has A=all, B=most, C=some, and D=none. Is there a better way to qualify that? Can you quantify it? Not only are expectations clearer but it's easier to grade when you are explicit.
 * 2) If you list multiple criteria, it's tricky when you try to figure out what combinations students will accomplish. If you say A = p, q, and r but B = p and q but not r, what happens if they do p and r but not q? Try listing 4 criteria in proficient, then saying "3 out of 4 criteria" for the next column and "2 out of 4" criteria in the next column, etc.
 * 3) One of the Rubistar rubrics has "All information" in the top category, "essential knowledge" in the next to the top, "essential information" in the third to the top, and "not enough information" in the fourth level. Is there a difference between "essential knowledge" and "essential information"?
 * Student Sample Brochure Story **
 * **trade product rubrics (not presentation rubrics) with someone using same medium but different content area**

Consider that there are other audiences besides the student who understands exactly what you're looking for ... who are they, what info do they need if they aren't in your class? how much info is enough yet not too much?
 * 1) what grade would your movie for English class get on the rubric designed for a movie in Science class?
 * 2) how can you make your rubric even more content-specific? //Possibility: if you are giving choices for content (one of the planets, a battle in the Civil War,...), have a place at the top of the rubric where they have to write in their choice and then reference that (your planet, your assigned battle,...) in the rubric//
 * 3) share ideas on the medium while you're at it (what movie criteria does your partner have that you like for yours, what suggestions can you offer?)
 * 4) //(and always help out with// looking for loopholes and grammar/spelling/punctuation //)//
 * The Mystery Rubric Reader **
 * **trade product rubrics (not presentation rubrics) with a new partner who is not in your concentration (medium doesn't matter);**


 * 1) were any assumptions (vocabulary,...) related to content made?
 * 2) are there any unmentioned required components ("all the assigned elements", "includes the 5 components," . .. )? components need to be listed (think MEL checklist on the rubric; or list components in "meets expectations" column and then put "3 out of 4" or "less than 2" in other columns, or . . . )
 * 3) check the math ... total is correct, weight of different criteria appears balanced, are content-related criteria the largest %
 * 4) (and always help out with looking for loopholes and grammar/spelling/punctuation //. . . look for// parallel structure in phrasing //)//
 * Why a Presentation Rubric? + **** Avoiding Bias **
 * 1) need to avoid overlap/duplication between two rubrics--presentation rubric is only for live talking during the presentation; if you want to assess the way they "present" information in the product, that goes in the product rubric
 * 2) unintentional bias? stereotypes? sarcasm?
 * 3) ...in the appearance category? (don't require clothes the students may not have access to)
 * 4) ...in preparedness/effort? You can't assess if they obviously rehearsed or put in effort just by looking. Some students get stage fright even after hours of rehearsal and others are improv experts. Use words like "appears to have rehearsed" or "seems to have put in much time and effort" or be very specific how you will assess this (based on teacher observation in class, as documented in the assigned journal,...) //[Thank you Jennifer B, Spring 2014 for these good ideas.]//
 * 5) //…//from Rubistar: "speaks clearly" expects students to "speak clearly and distinctly all the time" and to "mispronounce no words"
 * 6) what if you have a student with a speech impediment? do you leave off the expectation? can you say "to the best of your ability"
 * 7) Texas vs. Maine pronounciations of "elementary" and "documentary"
 * 8) …from Rubistar: "preparedness" that says "student is completely prepared and obviously rehearsed." Do you really know if your student rehearsed or not? Some people are completely polished when speaking totally impromptu. Others may rehearse for hours but their nerves get to them and they look like they don't even know what their topic is. If you want a category of preparedness you can say "student appears to have prepared/rehearsed" or "seems to...". OR you can ask them to keep a log of the time they spent on the project and you could assess the amount of time documented in the log (but is that really fair either?).
 * 9) ...in the titles you've given the 4 levels
 * 10) okay pirates: Captain, Lieutenant, Boatswain, Gunner
 * 11) we-can't-tell-the-level pirates from Peter Pan: Captain Hook, Smee, Noodler, Foggerty
 * 12) not-okay pirates from Pirates of the Carribean: Davy Jones, Captain Jack Sparrow, Cotton, Elizabeth Swann (note that Cotton is a mute pirate and Elizabeth Swann is a female pirate)
 * **trade both rubrics with a partner you haven't been with yet (any medium, any concentration)****
 * 1) are the criteria on the product rubric and the presentation rubric clearly different? are they on the right rubric? (live performance on the performance rubric; anything captured digitally on the product rubric)
 * 2) is there any unintentional bias?
 * 3) share ideas for additional criteria on performance rubric
 * 4) //(and always help out with grammar/spelling/punctuation/parallel structure . . . look for// singular/plural issues //)//
 * Team vs. Individual ** + What can you really assess
 * 1) Is it clear and consistent whether the team is being assessed or the individual on the team
 * 2) Watch your verbs, too (speak, present, demonstrate imply more than one person; speaks, presents, demonstrates imply the subject is one person)
 * ** keep your own rubrics and look them over for the two items above. Incorporate other input/advice/feedback you've received so far **


 * Rubric Title **
 * Forget what Rubistar called it, title each rubric so it's clear what the unit is and which rubric is for presentation and which is for product