Synopses & Reviews
Includes all seven DVD titles and the books, A Repair Kit for Grading: 15 Fixes for Broken Grades and Creating and Recognizing Quality Rubrics.
Books
A Repair Kit for Grading: 15 Fixes for Broken Grades - ISBN 9780132548687
Classroom teachers and school/district leaders can gain a deeper understanding of the issues involved in sound grading practices. This book also provides practical strategies and alternatives to help change how students are graded.
Creating and Recognizing Quality Rubrics - ISBN 9780132548694
This book helps teachers sift through all available rubrics to find those that will work best; explains how to create a rubric; and includes chapters on related topics necessary to maximizing student success: recognizing quality performance tasks, using rubrics instructionally, and communicating with parents about rubrics.
DVDs
Grading & Reporting in Standards-Based Schools - ISBN 9780132548847
Presented by Rick Stiggins and Ken O’Connor
This interactive presentation and companion book provide classroom teachers and school/district leaders with a deeper understanding of the issues involved in report card grading, as well as practical strategies and alternatives to help improve classroom grading practices. 75 minutes. DVD with User’s Guide on CD.
Designing Performance Assessments for Learning - ISBN 9780132548823
Presented by Judy Arter and Jan Chappuis
Performance assessment is more than a way to collect information on student progress toward important learning outcomes. When well designed and properly used, a performance assessment can also increase the learning it assesses. This video explains the elements, performance tasks and rubrics required to ensure accuracy and effectiveness. Bundled with the book Creating & Recognizing Quality Rubrics. 75 minutes.
Assessment for Student Motivation - ISBN 9780132548854
Presented by Rick Stiggins
Rick Stiggins explains how behavior management (manipulation of rewards and punishments) defined the relationship between assessment and student motivation in schools for decades and why that model no longer applies. The presentation provides a vision of assessment for standards-driven schools and an understanding of the relationship between classroom assessment for learning and student motivation to learn. 45 minutes. DVD with User’s Guide on CD.
Evaluating Assessment Quality: Hands-On Practice - ISBN 9780132548830
Presented by Rick Stiggins and Judy Arter
This video introduces assessment quality standards and then turns those standards into checklists of key features and rubrics that any teacher can use to evaluate his or her classroom assessments. Materials for hands-on practice using checklists and rubrics included. 36 minutes. DVD with User’s Guide on CD.
Assessing Reasoning in the Classroom - ISBN 9780132548885
Presented by Rick Stiggins
Learn practical, effective ways to use assessments to teach reasoning and to help students succeed at problem solving. 68 minutes. DVD with User’s Guide on CD.
Commonsense Paper and Pencil Assessments - ISBN 9780132548861
Presented by Rick Stiggins
Learn how to use paper-and-pencil tests to build student motivation and achievement. This presentation provides effective strategies for designing better tests and involving students in test development. 56 minutes. DVD with User’s Guide on CD.
Student-Involved Conferences - ISBN 9780132548878
Presented by Anne Davies and Rick Stiggins
This video workshop presents effective ways to involve and prepare students, as well as the keys to productive, studentinvolved conferences. 60 minutes. DVD with User’s Guide on CD.
Additional Resources from ATI
Visit http://www.assessmentinst.com/resources/ati-resources/ to read more articles on assessment, download study guides, and more!
To check out ATI events and trainings in you area, visit http://www.assessmentinst.com/category/events/.
Synopsis
Presented by Judy Arter and Jan Chappuis.
Performance assessment is more than a way to collect information on student progress toward important learning outcomes. When well designed and
properly used, a performance assessment can also increase the learning it assesses. This video explains the elements, performance tasks and rubrics required to ensure accuracy and effectiveness. Bundled with the book Creating & Recognizing Quality Rubrics. 75 minutes. DVD with User’s Guide on CD.
Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!
Synopsis
This book helps teachers sift through all available rubrics to find those that will work best; explains how to create a rubric; and includes chapters on related topics necessary to maximizing student success: recognizing quality performance tasks, using rubrics instructionally, and communicating with parents about rubrics. Intended for in-service and pre-service teachers.
Synopsis
Teachers learn to choose or develop sound instructional rubrics and to use rubrics effectively with students to maximize learning. An accompanying CD-ROM contains more than 25 sample rubrics. Recommended for use with the companion training video, Designing Performance Assessments for Learning.
Additional Resources Available.
- Study Guide: Creating & Recognizing Quality Rubrics
- Download
- These supplemental evaluations are provided to support individuals and learning teams reviewing the contents of the book Creating & Recognizing Quality Rubrics by Judy Arter. These additional rubrics are included to (a) provide additional practice using the Rubric for Rubrics, and (b) show users some of our favorite classroom rubrics. However, evaluations for these additional rubrics are not on the CD. Rather, they are included on this part of our web site.
Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!
Synopsis
Judith Arter and Jan Chappuis
Creating & Recognizing Quality Rubrics
Creating & Recognizing Quality Rubrics draws from over 20 years of the author's direct experiences with developing rubrics and performance tasks, devising interesting ways to use rubrics as teaching tools in the classroom, employing rubrics to score thousands of pieces of student work for classroom and large-scale assessments, and working with teachers to make their rubrics more instructionally powerful. This new book from Pearson ATI helps teachers sift through all available rubrics to find those that will work best; explains how to create a rubric; and includes chapters on related topics necessary to maximizing student success: recognizing quality performance tasks, using rubrics instructionally, and communicating with parents about rubrics.
Key issues addressed include:
- What a Good Rubric Looks Like
- How to Develop a General Rubric
- What Good Performance Tasks Look Like
- How to Convert Rubric Scores to Grades
- Tasks and Rubrics as Assessment for Learning
- Communicating with Parents About Rubrics
A nationally recognized expert in performance assessment, Judy Arter's background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment and development of district performance assessments. Prior to joining ETS, Judy directed Northwest Regional Educational Laboratory's (NWREL) assessment unit. She has written extensively on performance assessment and rubrics, and is the co-author of Creating & Recognizing Quality Rubrics.
Prior to joining ATI, Jan Chappuis was a curriculum and assessment specialist responsible for professional development and school improvement. Her background as an elementary and secondary teacher, combined with her assessment expertise and professional development experience, enables Jan to provide teachers and school leaders with practical solutions for motivating students and involving them in their own academic success. Her most recent publication, Seven Strategies of Assessment for Learning, helps teachers adopt formative assessment practices shown to improve learning.
Synopsis
Teachers learn to choose or develop sound instructional rubrics and to use rubrics effectively with students to maximize learning. An accompanying CD-ROM contains more than 25 sample rubrics. Recommended for use with the companion training video, Designing Performance Assessments for Learning.
Also included in:
Total Professional Development Package - ISBN 9780132548922
Designing Performance Assessments for Learning DVD Package - ISBN 9780132548908
7 Training DVDs Package - ISBN 9780132548939
Additional Resources
Study Guide:Creating & Recognizing Quality Rubrics
Download Rubric Evaluations
These supplemental evaluations are provided to support individuals and learning teams reviewing the contents of the book Creating & Recognizing Quality Rubrics by Judy Arter. These additional rubrics are included to (a) provide additional practice using the Rubric for Rubrics, and (b) show users some of our favorite classroom rubrics. However, evaluations for these additional rubrics are not on the CD. Rather, they are included on this part of our web site.
Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!
About the Author
A nationally recognized expert in performance assessment,
Judy Arter's background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment and development of district performance assessments. Prior to joining ETS, Judy directed Northwest Regional Educational Laboratory's (NWREL) assessment unit. She has written extensively on performance assessment and rubrics, and is the co-author of
Creating & Recognizing Quality Rubrics.Prior to joining ATI, Jan Chappuis was a curriculum and assessment specialist responsible for professional development and school improvement. Her background as an elementary and secondary teacher, combined with her assessment expertise and professional development experience, enables Jan to provide teachers and school leaders with practical solutions for motivating students and involving them in their own academic success. Her most recent publication, Seven Strategies of Assessment for Learning, helps teachers adopt formative assessment practices shown to improve learning.
Table of Contents
Table of Contents
1 Defining Rubric ................................................................. 1
Contexts for Rubrics ..................................................... 3
Helping Teachers................................................................. 3
Helping Students ................................................................. 4
Rubrics as Part of Assessment of and for Learning........... 4
Types of Assessments Requiring Rubrics
and Scoring Guides........................................................ 6
Types of Rubrics............................................................. 6
Comparing Holistic and Analytic Rubrics .......................... 7
Comparing Task-Specifi c and General Rubrics................ 10
When to Use the Various Types of Rubrics ....................14
Learning Targets................................................................ 14
Recommendations for When to Use Each Type
of Rubric........................................................................ 17
Focus on General Rubrics................................................. 24
The Path Ahead: Book Content .....................................26
Summary......................................................................27
2 What a Good Rubric Looks Like .............................. 29
Features of a Good-Quality Rubric ...............................31
Understanding Rubric for Rubrics
Criterion 1: Coverage/Organization ......................... 34
Understanding Rubric for Rubrics
Criterion 2: Clarity ...................................................... 39
Practicing with the Whole Rubric for Rubrics...................43
Rubric for Rubrics Criterion 1:
Coverage/Organization ............................................. 46
Rubric for Rubrics Criterion 2: Clarity ......................... 54
For More Practice.............................................................. 60
Summary......................................................................62
3 How to Develop a General Rubric........................... 65
Rubric Development ....................................................67
Developing a Rubric When the Criteria Are Unclear .....68
Step 1: Choose a Learning Target Worth the Time ......... 68
Step 2: Search out Existing Relevant Scoring
Guides ........................................................................... 68
Step 3: Gather Samples of Student Work......................... 69
Step 4: Sort Student Work ................................................ 69
Step 5: Group Like Indicators Together........................... 73
Step 6: Identify Student Work That Illustrates
Each Level on Each Criterion ...................................... 77
Step 7: Test the Rubric and Revise It as Needed............. 78
Step 8: Repeat the Cycle of Scoring and Revising........... 80
Developing a Rubric When You Already
Have an Idea of the Structure of the Criteria ................81
Developing Student-Friendly Versions............................82
Summary......................................................................84
4 Quality Performance Tasks.......................................... 87
Planning for Task Quality ...............................................90
Determining the Purpose of the Assessment .................. 90
Identifying the Learning Targets to Be Assessed ............ 91
Criteria for Good Tasks .................................................92
Task Quality Criterion 1: Content of the Task ................ 92
Task Quality Criterion 2: Sampling............................... 100
Task Quality Criterion 3: Distortion Due to Bias......... 103
Authenticity and Complexity ...................................... 106
Ensuring Performance Task Quality .............................. 107
Summary.................................................................... 108
5 How to Convert Rubric Scores to Grades...........109
Grading Caveats ......................................................... 111
Caveat 1: Use Grades Only to Communicate ................. 112
Caveat 2: Use Grades Only to Communicate
About Learning ........................................................... 113
Caveat 3: Grades Are Not the Best Way to
Give Students Feedback on Learning........................ 114
Assigning a Grade to a Single Piece of Work
Scored with a Rubric .................................................. 114
Don’t Use Percentages, Use a Logic Rule ...................... 114
How to Weight Rubric Scores ......................................... 120
Determining a Final Grade Across Several
Pieces of Work, All Scored Using a Rubric ................. 122
Combining Rubric Scores with Percentage Scores
to Determine a Final Grade ........................................ 126
Step 1: Average the Ratings on the Rubric
Portion of the Grade................................................... 126
Step 2: Convert to a Logical Percentage ....................... 126
Step 3: Decide on the Weight for Each Portion of
the Grade and Compute the Average Percentage .... 128
Step 4: Convert the Average Percentage to a Grade ..... 128
Summary.................................................................... 129
6 Tasks and Rubrics as Assessment for Learning .....131
Performance Assessments as Episodes of Learning ...... 133
Rubrics as Teaching Tools............................................. 135
Strategy 1: Provide a Clear and Understandable
Vision of the Learning Target..................................... 137
Strategy 2: Use Examples and Models of Strong
and Weak Performances or Products ........................ 138
Strategy 3: Offer Regular Descriptive Feedback ........... 140
Strategy 4: Teach Students to Self-Assess and
Set Goals ..................................................................... 143
Strategy 5: Design Lessons to Focus on One
Aspect of Quality at a Time........................................ 144
Strategy 6: Teach Students Focused Revision............... 144
Strategy 7: Engage Students in Self-Refl ection and
Let Them Keep Track of and Share Their Learning... 145
Summary.................................................................... 146
7 Communicating with Parents about Rubrics ........147
What Rubrics Are and When You Use Them................. 149
How Using Rubrics Benefi ts Learning ............................. 152
How Rubrics Are Used in the Classroom ...................... 153
How to Interpret Rubric Scores ...................................... 154
How Parents Can Use Rubrics with Their Children ...... 155
Suggestions for Sharing Information with Parents.......... 156
When ................................................................................ 156
How .................................................................................. 157
Students’ Role in Communicating with Parents ............ 158
Summary............................................................................. 159
Glossary .............................................................................161
Bibliography .......................................................................165
Appendix A Rubric for Rubrics....................................179
Appendix B R ubric Sampler Table of Contents..........189
Appendix C Rubric Sampler Rubrics
Referenced in the Text ....................................................191
Appendix D Rubric for Tasks ........................................247
Appendix E CD Table of Contents .............................253