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Using Rubrics to Assess Student Learning**
 
Course Description
    

Participants will investigate, evaluate and design assessment rubrics tailored to their students' work and the content knowledge targeted.  Participants will examine the use of rubrics for students; self-assessment and to guide their educational growth as they master core content and determine the quality of their work.  Participants will select a lesson or activity they presently teach or plan to teach and build both formative and summative assessments around this content.  Peer reviews will provide feedback and participants will share their work so everyone leaves the course with a strong understanding of how to use rubrics as assessments.

**Based upon course revisions during Summer 2011 this course will be, effective October 2011,  recognized as a technology course and will meet the technology coursework requirments for recertification.

 
Course Syllabus
    

Using Rubrics to Assess Student Learning
  
As defined by rubric guru Heidi Goodrich Andrade, a rubric is "a scoring tool that lists the criteria for a piece of work or 'what counts'".
 
This course is designed for classroom teachers who want to increase their knowledge and skills in building and using assessment rubrics to aid in students' understanding.  Many rubrics used are checklists, and while they may be useful, they often do not allow for growth of students.  This course will address the need for teachers to design rubrics that allow students to use the rubrics for self-assessment and reflection purposes.  Formative rubrics will create understanding not only of the content being taught, but also of the performance standards being addressed and the quality of the work produced.  Components of this course include readings, activities, and responses of participants to discussion topics as well as analyzing some already created rubrics.  The course project will involve identifying and describing performance indicators for specific content as well as creating three different types of rubrics for a unit of study related to the participant's area of certification.
 

By the end of this course, participants will:
 •design performance indicators that promote quality work reflective of what students "know" and can "do."
 •design performance indicators that accurately measure intended standards and evaluate effectiveness of instruction.
 •use the knowledge and skills from the course to enhance their use of formative, summative and holistic rubrics to assess student work. 
 •create detailed formative, summative and holistic rubrics that correspond to a unit of study specific to participant's area of certification.
 

Prerequisites
Participants are expected to have frequent access to the Internet and be able to open and download files, submit postings, attach files, and open documents in MS Word and Excel.
Please be aware that our course platform does not fully support the use of using iPads or other mobile devices. Please do not use an iPad or other mobile device as they may not record your time online, record the number of posts you have read, or accept files you submit.
Laptops and/or computers (PCs or Macs) are recommended for the completion of all coursework and assignments.

Format and Requirements
This workshop is divided into six one-week sessions which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be six and a half to seven hours.

The outline for the workshop is as follows:
Session One: Introduction to Rubrics
Session Two: What Students Will "Know" and "Do"
Session Three: Formative Assessment Rubric
Session Four: Summative Assessment Rubric
Session Five: Holistic Assessment Rubric
Session Six: Rubric Review
 
Sessions One and Two introduce participants to rubrics and their connection to WV CSOs/NxG Standards and preformance descriptors.  During Sessions Three-Five participants will  explore and create an analytic formative assessment rubric, an analytic summative assessment rubric and a holistic assessment rubric. During Session Six, participants review and then revise RubiStar rubrics as well as the rubrics developed during Session 3-5.

Assessment
•Participants should plan to spend 6.5-7 hours each week completing coursework.
 •Participants must read all course content prior to engaging in discussion posts or completing course project assignments.
 •Participants must contribute an original posting each week and respond thoughtfully to at least two original postings by online colleagues.
 •Participants are expected to read the original postings of all course participants and 50% of all posts for each course session.
 •Postings should reflect mastery of course material and clearly address the discussion prompt.
 •Participants will complete a formative rubric for a content unit that allows students to self-assess their work and reflect about the quality of the work they produce. Rubrics may not be borrowed or copied from another source.
 •Participants will complete a summative assessment rubric for the selected unit. Rubrics may not be borrowed or copied from another source.
 •Participants will complete a holistic assessment rubric for the selected unit. Rubrics may not be borrowed or copied from another source.
 •Participants will evaluate various teacher-created rubrics against defined criteria and will provide constructive comments to help improve rubrics created by classmates.
 •Participants will be evaluated on their discussion participation, formative, summative and holistic rubric products, and completion of assignments.
 
Course Project:
Participants will complete formative, summative and holistic assessment rubrics for a course they teach as their course project. Participants will also review and revise two RubiStar rubrics for inclusion in their course project. Please download and preview the Rubric Course Project Template. 
 

 

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