Taking it to Another Level: Taking it to Another Level: Increasing Higher Order Increasing Higher Order

Thinking Thinking 2007-20082007-2008Session 3Session 3

BHCAPROFESSIONAL

DEVELOPMENT SERIES

Goals for Today• Review Depth of Knowledge

Homework• Discuss and understand rubrics as a

tool to assess student work• Begin to develop a rubric to utilize in

the classroom• Review extension activity

Rubrics…Rubrics…Encouraging Encouraging

Critical Thinking Critical Thinking Skills and Unique Skills and Unique Student ProductsStudent Products

Where are you now?

Do you use rubrics to assess student work? If so, how?

What do you already know about rubrics?

What are some things you want to learn about using rubrics to assess student work?

WHY RUBRICS?• Rubrics create a vision for specifying levels of

quality in a desired objective

– Lowest to highest and somewhere in-between

• Helps make an essentially subjective evaluation as clear, concise and defensible as possible

– Explicitly defined levels of action-oriented criteria by either another party or through self-assessment

How to Develop a Rubric

• Define the learning outcome or objective • Work backwards to define possible criteria• Range from highest performance to lowest• Each level should be directly observable• Scores either numerical or qualitative are

assigned• Share with the students the accountable

standards

Identify Learning Outcome:Retell a story

Rubric Title: Comprehension Retelling

Scale Level 1

Scale Level 2

Scale Level 3

Dimension 1

Dimension 2

Dimension 3

Dimension 4

Keys to Comprehens

ion

Tells the key details and

events

Has story elements in

good sequence

Work backwards to define possible criteria

Keys to Comprehensi

on:

Very little comprehensi

on

Some Comprehensi

on

Good Comprehensi

on

ExcellentComprehensi

on

Tells the key details and

events

Has story elements in

good sequence

Range from highest performance to lowest

Keys to Comprehensi

on:

Very little comprehensi

on

Some Comprehensi

on

Good Comprehensi

on

ExcellentComprehensi

on

Tells the key details and

events

1Tells very

few

2Tells some

3Tells many

4Tells most

Has story elements in

good sequence

Scores either numerical or qualitative are assigned

• Think about the kind of assessments of student learning you are or will be doing. Identify one assignment for which you could use a scoring rubric. Develop your rubric as a grade level, then use the rubric as an assessment tool for student work within the next two weeks. Bring in the rubric and student work samples on November 6, 2007.

Extension Activity