Authentic Assessments and Rubrics
Module Seven

Carol Amberg - Course Designer
March - Module 6

Here we are at the last module for the internet course. It is my hope that you have increased your awareness of and facility with rubrics. Let's go back and take a look at the objectives for the course which were set down in the first module.

COURSE OBJECTIVES:

Participants will:

1) Increase their knowledge and understanding of authentic assessments
2) Design tasks which will generate student work that will have an audience beyond the teacher.
3) Write rubrics for the tasks.
4) Reflect upon design and implementation with PGP colleagues at their home schools.
5) Reflect upon their own and their students' reactions to these tasks and assessments, as well as the quality of the work produced by their students guided by their rubrics.
6) Collect rubrics and reflections

If we could turn these objectives into a rubric, it might look something like this:

CRITERIA 3 2 2
knowledge & understanding I am confident in designing & using rubrics. I am more comfortable           designing & using rubrics. I am still not comfortable with rubrics.
design authentic tasks. I designed & taught  authentic tasks. I am working on making the tasks I design more authentic.  I am still not sure how to make tasks authentic.
write rubrics I wrote & used  rubrics for tasks. I wrote a rubric. I did not finish writing a rubric.
reflect with colleagues I regularly reflected with colleagues about what I was doing & how it was going. I occasionally spoke with other colleagues about our work. I did not speak with others about my work.
self-reflection I reflected on my work via the interactive internet feature. I reflected on my work, but did not write it down. I did not get a chance to reflect.
product I have rubrics, reflections, and student work to bring to the meeting. I have at least one rubric. I don't have a product

This month's task:

ASSESS YOUR PERFORMANCE ACCORDING TO THE RUBRIC.

Please assemble your folder/portfolio of rubrics, reflections, student work to bring with you when we meet.

Please write a reflection (based on your self-assessment using the rubric) on your learning as a result of this course. Please e-mail this to me. Include this in your portfolio.

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.