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Using Rubrics to Assess Student Learning**
 
Course Description
    

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.

**This course will require that participants hold WV certification and are employed as a classroom teacher or school administrator. 

 
Course Syllabus
    

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. 

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 performance 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 Projects:

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. Your course project will be uploaded to the Mid-Course Dropbox and to the Final Project Dropbox for facilitator review and feedback using the course project rubrics.

 

Assignments and Discussions

Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory. There is a required orientation quiz and both pre-course and post-course surveys.

Orientation Quiz & Workshop Surveys: Participants must complete an Orientation Quiz with a score of 90% or higher.  In addition, participants are expected to complete both a pre-course and a post-course surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.

Discussion Participation: Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum.  Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.  

Copyright and Plagiarism

All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 

Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.

Grades

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Upon successful completion of this course, Rubrics Used for Student Assessment, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed by attachment to the final course project dropbox shortly after the completion of the course.

The grade scheme for this course will be:
C = all work meets the guidelines provided
I = the work submitted is incomplete and/or does not meet the guidelines provided
N = no work has been submitted 

Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, West Virginia State University or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/Welcome Page.

Content and Technology Standards

This workshop, Rubrics Used for Student Assessment, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V.For more information about Technology Integration visit: http://www.iste.org

In addition, participants will identify specific WV Content Standards and Objectives (http://wvde.state.wv.us/csos/) as they engage in course content.

About this Course

This workshop was originally developed by eLearning New Hampshire under the guidance of the EdTech Leaders Online (http://edtechleaders.org) at Education Development Center. This course was revised during Summer 2012. EdTech Leaders Online provides capacity building, training, and online courses for school districts, state departments of education, and colleges and universities.  The original version of this course created by eLearning New Hampshire was revised by eLearning West Virginia during July, 2014. 

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.