Authentic Assessments and Rubrics
Module Four

Carol Amberg - Course Designer
January - Module 4

I hope your holidays were restful and restorative. When you assessed your rubric last month using the "Guidelines for Rubric Design," I trust you found ways to revise and refine the rubric you will use this month.

By the end of January, you should have a firm idea of what your course product will be. Once you have fine-tuned the January rubric for an authentic task or written another you would rather submit, please e-mail me. Please include a description of the task and a summary of the criteria by which student work will be judged. Meanwhile, collect a few examples of student work in case you want to bring them when we meet. (I always ask students and parents to sign a permission slip allowing me to show their work....)

As you continue to write rubrics, you may find the following list of "Verbs Useful in Writing Rubrics" helpful. I like this list because it groups verbs according to six levels of Bloom's Taxonomy. I especially like it because it also provides an extensive list of verbs associated with the affective domain, perhaps too often overlooked.

Verbs useful in writing rubrics

		KNOWLEDGE
	know recall repeat	list memorize name	define record relate
		COMPREHENSION
	restate express recognize	tell describe locate	discuss identify explain
		APPLICATION
	translate illustrate employ shop	practice apply schedule dramatize	interpret operate use sketch
		ANALYSIS
	distinguish inspect appraise	diagram differentiate inventory	analyze debate calculate
		SYNTHESIS
	compose plan propose design formulate	assemble prepare collect construct arrange	set up organize manage synthesize create
		EVALUATION
	judge score rate choose	revise evaluate assess value measure	appraise select compare estimate
		THE AFFECTIVE DOMAIN
accepts acts aids answers argues asks attempts attends tries visits volunteers chooses collects offers organizes	contributes convinces cooperates corrects creates criticizes defends demonstrates builds buys challenges explores enters salvages searches	helps imitates persists joins judges purchases questions tells disputes emulates enrolls meets responds writes goes out of his/her way	participates perseveres investigates plays points out praises proposes brings keeps leads listens requests wears consults	seeks shares simulates studies submits subscribes talks about develops hobby reacts recommends rejects waits completes expresses views

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.

Authentic Assessments and Rubrics Module Four

Authentic Assessments and Rubrics
Module Four