Agenda
- "What are rubrics and why are they important?" Excerpt from ASCD Article by Susan M. Brookhart.
- Key ideas from article: Holistic and Analytical, General or Task Specific, Delaware Writing Rubrics - consistent feedback across all subjects areas and a Student Score Sheet
- Changes and Strong Suggestion
- Analytic Writing Rubric Conversion Table and Student Score Sheet
- THE DELAWARE Rubrics! Ta-da! Grab your grade level
- Making the Rubric work for you: S & T Scoring Rubric Worksheet
- Grade Bands collaboration - what do the Changes mean for your planning/lessons/classes?
- Worksheet - The Secret Communication of Wolves
- Workshop Recap
- Workshop Evaluation
- Golden Rubric Award
DELAWARE Writing Rubric Changes 2016
Changes
|
Then
|
Now
|
Traits
|
Reading/Research
Organization
Development
Language/Conventions
|
Evidence/Elaboration
Organization/Purpose
Language/Conventions
|
Reading/Research
and Development = Evidence/Elaboration
|
||
Weighing
|
Reading/Research
- 2
Organization - 2
Development - 3
Language/Conventions
- 1
|
Evidence/Elaboration
- 2
Organization/Purpose
- 2
Language/Conventions
-1
|
Non-Scorable
Responses
|
X
|
Added
|
PL Descriptors
|
1-4
|
Added: Above, At,
Approaching, Below
|
PL 4
|
Approaching next
grade level
|
At next grade
level
|
Student and Teacher Scoring Rubric Worksheet: Grades 9-10 Argument Writing
|
Descriptions for Score of 3 – At Grade Level 9-10
YOUR GOAL
for ____________________ (fall, winter, spring)
|
YOUR
SCORE (Self Score)
|
Teacher’s
SCORE
|
|
Organization/Purpose Value: 2x ___ = ____
Ø introduces precise claim(s)
Ø distinguishes the claim(s) from
alternate
or opposing
claims (9-10W1a)
Ø creates an organization that
establishes
clear relationships among claim(s), counterclaim(s), reasons, and
evidence (9-10W1a)
Ø uses words, phrases, and clauses
to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims (9-10W1.c)
Ø provides a concluding statement or
section that follows from and supports the argument presented (9-10W1e)
Ø produces clear and coherent
writing appropriate to task, purpose, and audience (9W4)
|
|
|
|
Evidence/Elaboration Value: 2x ___ = ____
Ø develops the claim(s) and
counterclaims
fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge
level and concerns (9-10W1b)
Ø integrates information into the
text selectively to maintain the flow of ideas avoids plagiarism (9-10W8)
Ø follows a standard format for
citation, when appropriate (9-10W8)
|
|
|
|
Language/Conventions
Value: 1x_____ = _____
Ø establishes and maintains a formal
style
and objective tone while attending
to the norms and conventions of the discipline in which it is written
(9-10Wd)
Ø demonstrates a command of
grade-level appropriate standard English grammar, usage, and conventions
(9-10L1-2)
Ø has errors that do not interfere
with understanding (9-10L1-2)
|
|
|
|
Perfect Value Weighted Score = 15 Points Totals
|
Student
|
Teacher
|
ANALYTIC WRITING RUBRIC CONVERSION TABLE
Stiggins et al. suggest, the
objective of grades is to communicate student achievement and it is best not to
convert rubric scores to letter
grades, if it can be helped (2006, p. 316). If conversion is necessary, the conversion table below will help with the process. Since cut-offs
for letter grades vary from district-to-district, a letter grade was not included on the table.
grades, if it can be helped (2006, p. 316). If conversion is necessary, the conversion table below will help with the process. Since cut-offs
for letter grades vary from district-to-district, a letter grade was not included on the table.
When using a weighted, analytical rubric, follow the steps
below:
1. Score each individual section of the
analytic rubric and total the points.
2. Use the conversion table to determine
a student’s analytical score and/or percent.
Score of
a 4
|
Score of
a 3
|
Score of
a 2
|
Score of
a 1
|
|
Organization/Purpose
(X2)
|
4x2=8
|
3x2=6
|
2x2=4
|
1x2=2
|
Evidence/Elaboration
(X2)
|
4x2=8
|
3x2=6
|
2x2=4
|
1x2=2
|
Lang/Conventions
(X1)
|
4x1=4
|
3x1=3
|
2x1=2
|
1x1=1
|
Example:
John scores – O/P 4, E/E 3, L/C 3.
Analytic score is 4+3+3=3.3 and points would be 8+6+3=17. On the Conversion Table, 17pts = 3.3 = 92%. Please keep in mind, the performance level of
a “3” is meeting the grade level standard; the performance level of a “4”
exceeds the grade
level standard.
level standard.
Conversion Table
Total Points
|
Analytic Score
|
Percent
|
20
|
4.0
|
100
|
19
|
3.8
|
97
|
19
|
3.7
|
97
|
18
|
3.7
|
95
|
18
|
3.6
|
95
|
17
|
3.4
|
92
|
17
|
3.3
|
92
|
16
|
3.3
|
89
|
16
|
3.2
|
89
|
15
|
3.0
|
87
|
14
|
2.8
|
84
|
14
|
2.7
|
84
|
13
|
2.7
|
81
|
13
|
2.6
|
81
|
12
|
2.4
|
79
|
12
|
2.3
|
79
|
11
|
2.3
|
76
|
11
|
2.2
|
76
|
10
|
2.0
|
74
|
9
|
1.8
|
71
|
9
|
1.7
|
71
|
8
|
1.7
|
68
|
8
|
1.6
|
68
|
7
|
1.4
|
66
|
7
|
1.3
|
66
|
6
|
1.3
|
63
|
6
|
1.2
|
63
|
5
|
1.0
|
60
|
Sources: O’Connor, K. (2007). A
Repair Kit for Grading: 15 Fixes for
Broken Grades (p.88); Stiggins, R. (2006).
Classroom Assessment for
Student Learning: Doing it Right – Using
it Well (p. 316). Wormelli, R. (2006). Fair Isn’t Always Equal (p. 154).
Analysis - New Delaware Writing Rubrics Sample of
Student Writing Informative/Explanatory Writing Assignment, Grades 9-10
In this assignment,
students were asked to research a topic of their choice (here, wolves), and
establish a focus within that topic (how/why wolves communicate).
The Secret Communication
of Wolves
A long
piercing howl shatters the quiet night of a northern forest. The howl grows
into a chorus of yelps and barks, and the valley echoes to the chilling sound.
The leader of the pack starts the noise, while other pack members, as well as
other wolf packs,
join in (O’Toole 22).
Among
wolves, communication is a very highly developed skill. For instance, the howl of the pack leader has
many different meanings.
Most of the time a lone howl is a warning for other
packs. It tells them to
stay away, for there are many young to be protected and
food to be guarded
(O’Toole 23). A howl can also be a way of marking their
territory. Many
wolves howl when they feel another pack is too close. Some
wolves howl
when they are lost or trying to find another member of the pack.
Most
wolves use this howl at least once a day to locate missing pups or other
pack members (Primate).
To
wolves, the territory that they occupy (the territory of some packs may cover
20-120 square miles) is like a house to a human being. They feel that they must
protect it at
all times, and, other packs
must not trespass. Neighboring packs may share up to a mile of territory, but
rarely will they share more than that (Primate). All wolves know that if they
run through another pack’s territory, they run the risk of being killed
(Primate). In addition, wolves mark their territory by scent (mostly urine).
This helps all wolves know where their territory begins.
Uses precise language and domain-specific
vocabulary to manage the complexity of the topic.
Uses appropriate, varied transitions to
clarify relationships among ideas and concepts and create cohesion
Like humans, the
wolf has three main avenues of communication, postural (body language); vocal
(the howl or snarl); and olfactory (scent) (Wolfhaven). The scent is the most commonly used and
probably the most important. Besides
marking territory, it help show food ownership, as well as acting as a road map
for themselves. Wolves have scent glands
between their toes, which leaves their scent wherever they go (Primate).
Moreover, much
communication is done through body language.
Many postures have been evolved to reduce conflict an aggression among
pack members. Facial expressions are the most obvious.
Generally, bared teeth with ears erect and pointed back can indicate a threat
by a dominant male (Wolfhaven). In contrast, a closed mouth, slitlike eyes, and
ears pulled forward (and close to their head) will most likely indicate
subordinate behavior (Wolfhaven). Wolves also use their tail position to
communicate emotion. Threatening wolves hold their tails high, almost
perpendicular, while more submissive wolves lower themselves before dominant
pack members. These lower
class members often have their tails tucked between
their legs (Primate). A wolf that has been defeated in a fight can avoid being
attacked by its victorious companion by taking a posture similar to that of a
pup begging for food (University of Oklahoma Press 91).
Organizes complex ideas, concepts, and
information to make important connections, the
various factors in the communication of wolves.
Develops topic with well-chosen,
relevant, sufficient, accurate
facts and concrete details.
Wolves
must communicate at all times when they are hunting. They have to
work together
to catch most of their food (due to the size of the food that
they hunt). The
concept that wolves use is called the “Pincer Attack”
(Baily 91). When using
the pincer attack, the pack splits in two groups and
surround the prey (mostly
deer, sheep, and other medium-sized mammals).
One of the groups causes a
diversion, while the other half ambushes the
helpless prey. Wolves can move
quickly and quietly. Many of them
operate on stamina rather then on sudden
bursts of speed (Baily 85). Because of the cooperation of the group, when it
comes to hunting, the pack usually ends up victorious, and they have enough
food for a couple of days. If they pack gets a big kill, then the leader will
have the next strongest male guard the kill during the night to keep off other
animals.
Establishes and maintains a formal style
and objective tone while attending to norms and conventions of the discipline.
Develops topic with well-chosen,
relevant, sufficient, accurate facts and concrete details.
Like
other animals, wolves communicate with a social ladder. They have one dominant
male (usually the leader of the pack) (Primate). This wolf has many responsibilities.
He has to
make sure that all the other wolves don’t get out of line, and
makes
sure that there is harmony among the group. The pack leader does
this by
barking at the other wolves and fighting with the other males.
Normally, the
pack leader will not fight with the females of the pack
unless it is necessary
(Timberwolf). With the leader comes a dominant female. Together they are known
as the breeding pair. These two are in charge of the pack, raising the young,
selecting denning areas and rendezvous sites, capturing food, and maintaining
the pack’s territory (Primate). These two wolves are also responsible for the
offspring. Not many of the other wolves mate for offspring because that is the
dominant pair’s job. Every year the dominant pair will produce one litter of
pups. These pups take the place of the older wolves that are too old to hunt.
Because the pack is so close and they communicate all the time, many of the
other female wolves help the dominant female with taking care of the young
(Wolfhaven). The dominant female will assign each pup to an older female. This
helps the other females learn how to be a mother, and it helps the dominant
female so she can hunt and not have to worry about taking care of her young.
Analyzes ideas, concepts, and information
to make important
connections.
If only
humans could communicate as well as wolves, today’s society would be wonderful.
Wolves’ methods of communication are simple and usually resolve conflicts
without violence. Wolves have been living together for many, many years so they
must be doing something right. Maybe we can learn something from the wolves
instead of trying to make them extinct.
Analysis: In
this assignment, students were asked to research a topic of their choice (here,
wolves), and establish a focus within that topic (how/why wolves communicate).
This writer provides some context about wolves’ communication in the
introduction and then states his main point that among wolves, communication is
a highly developed skill.
The writer
organizes ideas, concepts, and information clearly by category, using aspects
of communication to develop the main point. The writer uses appropriate and
varied transitions to clarify relationships and create cohesion (“Like
humans, the wolf has three main avenues of communication...”). Within each
chunk of the essay, the writer uses precise language and domain- specific
vocabulary to manage the complexity of the topic (explaining the aspects of
wolf communication), which he cites. While this subject does not call for much
analysis, the writer occasionally analyzes evidence so that the reader grasps
the complexity of the topic.
The essay has
an appropriately formal style and objective tone. The conclusion follows from
and supports the information presented.
Workshop Recap/Summarizing
Partner Share to answer these questions.
- What is a rubric?
- What changes have been implemented?
- What are the kinds of rubrics?
- Why are rubrics important?
- Where can you go for help?
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