Authentic Assessments and Rubrics
Module Five

Carol Amberg - Course Designer
February - Module 5

This month, I'd like you to write a reflection which is a bit longer than the usual opening "How's it going?" brief reflection.

1. How successful was your rubric in assessing the student work generated in this task?

2. How do you know?

3. Comment on the quality of the student work this task and rubric generated.

4. Draw a conclusion or two about the use of rubrics for assessing student work which you learned as result of this experience.

5. Add anything else you wish about process or product.

Begin collecting rubrics you have designed and tried in a folder. Also include copies of your reflections (cut and paste from e-mails to me, if you wish) and, perhaps, a couple samples of exemplary student work generated by your rubrics.

Additional Resources
provided by: Tara A. Demers - "4" Project

Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of pedagogy (pp. 48-53). Washington, D.C.: George Washington University.

Brooks, J. G., & Brooks, M. G. (1993). Assessing student learning in the context of teaching. In search of understanding: The case for constructivist classrooms (pp. 85-100). Alexandria, VA: Association for Supervision and Curriculum Development.

Jensen, K. (1995). Effective rubric design. The Science Teacher, 62, 34-37.

LeBuffe, J. R. (1993). Performance assessment. The Science Teacher, 60, 46-48.

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development.

Stiggins, R. J. (1994). Performance assessment: An old friend rediscovered. Student-centered classroom assessment (pp. 159-204). New York: Macmillan College Publishing Company.

Wiggins, G. P. (1998). Scoring rubrics. Educative assessment: Designing assessments to inform and improve student performance (pp. 153-185). San Francisco, CA: Jossey-Bass Publishers.

Wiggins, G. P. (1993). Authenticity, context, and validity. Assessing students performance: Exploring academic achievement in the secondary school (pp. 206-255). San Francisco, CA: Jossey-Bass Publishers.