Assessing using the Rubric

WHAT IS ASSESSMENT?
 Anything a teacher does to
gather information about a
student’s level of
knowledge regarding a
specific topic
ASSESSING USING THE
RUBRIC
TYPES OF ASSESSMENT
Three types of Assessment

Obtrusive

Unobtrusive

Student - Generated
OBTRUSIVE ASSESSMENT

Assessment directed/assigned by the
teacher

Instruction stops to administer
assessment

Assessment can take many forms;
including tests, classroom activities,
assignment, projects, presentations,
interviews

Scores on the assessment are taken and
recorded
UNOBTRUSIVE

Teacher observes a student performing
skill or process, teacher could also use
data recorded by students

Better suited to skills and processes that
can be observed

Instruction does not stop in the
classroom

Also occurs outside of the classroom, any
place the teacher can observe a student

Scores can be recorded
STUDENT GENERATED

Student designs assessment to
demonstrate status on topic

Teacher records score and uses student
demonstration as a piece of information

Student friendly version of the rubric
would be an important tool
FORMATIVE VS.
SUMMATIVE

Formative and summative assessments
actually don’t exist!

ANY assessment can be formative or
summative –DEPENDING ON HOW THE DATA
IS USED!

Formative – scores taken during the course
of learning to determine where a student is
at that point in time

Summative – a score taken and used to
describe where a student is at the end of a
course of learning
THREE USES OF
ASSESSMENT

Formative Scores

Summative Scores

Instructional Feedback
FORMATIVE SCORES

Taking and recording scores on
assessments to determine where a
student is a particular point in time

Assessment can take any form

Multiple formative scores can be used to
develop a learning trend and ultimately
develop a summative score

Used to track student progress towards a
learning goal
SUMMATIVE SCORE

A score taken and recorded to determine
where a student ends up on a learning goal

Typically used to determine and report a
“grade”

Assessment can take any form

Should be used in conjunction with
formative scores to determine summative
score
INSTRUCTIONAL
FEEDBACK

Data from assessments used to determine
and adjust course of instruction

Represents a student’s or class’s
understanding or progress towards a
learning goal at any point in time

Typically not recorded or scored
DESIGNING ASSESSMENTS OBTRUSIVE


Assessments can be designed to assess all levels of the
rubrics at the same time.

Advantage – Students know what the ultimate goal is

Disadvantage – Students begin a course of learning with
very low scores, but improve from there
Assessments could be designed to assess level 2.0 material
first, and once mastered, move on the level 3.0

Advantage – Opportunity for individualized instruction,
foundational material mastered before moving onto
learning goal

Disadvantage – If used for a whole class, may hold students
back that are ready to move on. Students may not have a
clear picture of the ultimate goal
DESIGNING ASSESSMENTS UNOBTRUSIVE

Create situations that allow the teacher
to observe student performing skills or
processes

“Catch” students performing the skill
during the course of instruction

Record data just like any other
assignment
DESIGNING ASSESSMENTS –
STUDENT GENERATED

Allow and encourage students to come
up with their own way to demonstrate
progress

Record data and use to help determine
progress

Write a student friendly version of the
rubric

Place responsibility on students to
provide data or “prove” their progress to
teacher
ASSESSMENT VS. GRADING?
VS
ASSESSMENT
GRADING
ASSESSMENT SYNTHESIZE WITH
GRADING
Assessment
Grading
GRADING RUBRIC
Behavior
Effort
Improvement
Comprehension
Teacher Mood
3.0
3.5
3.0
3.0
3.5
2.0
2.0
3.0
3.0
1.5