Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series)

✍ Scribed by Judith A. Arter, Jay McTighe

• Publisher: Corwin
• Year: 2000
• Tongue: English
• Leaves: 208
• Category: Library

✦ Synopsis

A practical guide to more effective assessment for improved student learning

Learn how to be more consistent in judging student performance, and help your students become more effective at assessing their own learning! This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real-world" research projects, and cooperative group activities.

Judith Arter and Jay McTighe, experts in the field of assessment, wrote Scoring Rubrics in the Classroom to help you achieve three main goals:

• Clarify the targets of instruction, especially for hard-to-define problem solving
• Provide valid and reliable assessment of student learning
• Improve student motivation and achievement by helping students understand the nature of quality for performances and products

Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt.

Teachers and administrators will find this an essential resource in increasing teacher effectiveness and student performance.

✦ Table of Contents

Cover
Title Page
Copyright Page
Contents
Series Editors' Introduction
Preface
Book Content
About the Authors
1. Mapping the Terrain
What are Performance Criteria and Rubrics and How Can They Support Instruction and Rubrics and How Can They Support Instruction and Improve Student Achievement?
Big Picture, Part 1: Balanced Assessment and the Need for Performance Crieria
Big Picture, Part 2: The Definition of Performance Criteria
Big Picture, Part 3: The Kind of Criteria in This Book and the Not Covered
Benefits of Performance Criteria for Teachers
Benefits of Performance Criteria for Students
Big Picture, Part 4: Performance Criteria and Standards-Based Education
Chapter Summary
2. Choices, Choices, Choices: What Type of Rubrics Exist, and How Are They Best Used?
Choice #1: Holistic or Analytical Trait Rubrics?
Choices #2: Gener (General) or Task-Specific Rubrics?
Choice #3: Number of Score Points
Chapter Summary
3. Developing Rubrics: How Do We Design Effect Scoring Rubrics?
Getting Started
Example of Rubric Development
Chapter Summary
4. A Rubrics-or-It's Metarubric Time: How We Will Know When We Have An Effective Rubrics?
A Rubric for Rubrics
Metarubric Trait 1: Content/Coverage
Metarubric Trait 2: Clarity/Detail
Metarubric Trait 3: Usability
Metarubric Trait 4: Technical Quality
Chapter Summary
5. Performance Standards and Grading: How Good is Good Enough?
Setting Performance Standards
Grading
Bottom Line on Grading
Chapter Summary
6. Teaching Performance Criteria to Students: How Can We Use Rubrics to Improve As Well As Judge, Student Performance?
Strategy 1: Teach Students the Language They Need to Think and Speak Like Writters
Strategy 2: Read and Score Anonymous Student Paper
Strategy 3: Practice-Focused Revision
Strategy 4: Read, Read, READ!
Strategy 5: Model the Writing Process Yourself
Strategy 6: Give Students Many Opportunities to Show What They Know
Strategy 7: Teach Lesson Focused on the Traits
Chapter Summary
Final Thoughts
Resource: Rubrics Galore
Glossary
References and Further Readings
Index