Criteria for Evaluation (EDPS 016 386 Ipad.Html)
Criteria for Evaluation (EDPS_016_386_iPad.html)
You really have to havein mind the evaluative criteriaby which you make the judgment.For example if a youngster produces an essay areyou gonna look at the content of the essay,the organizationof the essay the mechanics and so on?These are the evaluative criteriaby which you judge it.
What you guys just pointedout in your conversation isthat this doesn't look so hot.So let's talk about setting a criteriafor a zone that you do think is well designed.If you don't like this let's talk about whyand let's compare it to somethingthat we do think is high qualityand then determine what our standard should be.
And then within each criterion you havegradations of quality.What do you have to do to haveor an organization that is first rate?Does it have to have an introduction,a body, a conclusion?Does it have to be organized sequentiallyanalytically and so on?So for each of these evaluative criteria youindicate and then sometimes they're calledindicators, sometimes they're called dimensions,sometimes they're simply quality descriptions,how well you have to do on each criterionin order to do really top [inaudible]or not so well and so on.Sometimes checklists can be very usefulin that they represent efficient waysof telling whether or not you pass musterwith respect to certain evaluative criteria.
So the first thing we need to do is comeup with four criteria.Ok if I'm going to grade a poster what fourthings am I gonna grade it for?What are some of the thingsthat we've graded for?Tommy what's one thingthat I might grade [inaudible] for?
Color.
Color. What else might I grade a poster for?Melanie?
Neatness.
Neatness.Let's eliminate those ones that we said dealwith appearance.So get rid of pictures.What else deals with appearance?
Color.
Color.
Deign.
Design.
What could we group originality with?
Creativity.
Creativity.What would we call originalityand creativity together?Style.
We could call it style.
You want to create an evaluative structurethat the student can easily masterand easily use and sometimes having nicesuccinct labels for eachof the evaluative criteria will help the studentremember and sometimes having checklists.The important thing isto have the student use this system.If the student doesn't use this system they'llnever acquire the internal structurethat they need to.I had a friend years ago who said we behaveas the function of the furniture our office.We have a computer we useat a desk calculator we use it.We behave as the functionof the furniture of our mind.If we have these evaluative criteria sittingin there we'll use themto judge our own performanceand that's what you want.It's imperative that children know what factorswill be used in judging the qualityof their efforts.Its absolutely indispensable or they're not gonna be able to do betterand now in some instances the teacher will wantto involve the students in the isolationof what those evaluative factors are.In other cases the teacher will identify thefactors but in any event the children haveto know what they are and you communicate theseto children in student friendly language.
Craig. > >Something neatthat the kids will like.
Ok something that's liked.We're gonna write down all ideas right nowand then next week as we gothrough the finished rubric we can kind of lookand see is this the way we want it to lookor something's we want to addor there's some thingsthat we want to take away.What else might be a good story choice as faras looking at quality?Yeah Zach.[inaudible] Ok so somethinglike a ruler that's useful,it needs to be affordable, it needs to be likedand it needs to be useful.
Well one of the things is once you developthe criteria those are the key pieces you haveto be able to include in your projector performance, you needto develop the indicatorsand the indicators really tell you the qualitythat's built in.
A rubric is simply a fancy namefor a scoring guide.Years ago people were using scoring guidesbut decide they were too understandableso they'd called it a rubricwhich would be a lot more opaqueand therefore more tactfully respectablebut a rubric is simply a scoring guideand we called them rubrics interestingly enoughbecause of the ancient Medieval Latin copyists.The monks who had to copy the missilesof the church and if you rememberif you've ever seen these things they alwaysstart off a new sectionwith a very large red letter and the wordfor Latin for red in Latin is ruberand so that rubricafter a time became a categoryor a new section of a book.Well somewhere along the lineabout 30 years ago we started using rubricas scoring guide and all it is a ritzy namefor a scoring guide.There are many different descriptorsfor rubrics.Many different kinds of rubrics I suppose.The most fundamental distinction is a scoringguide that is used analyticallyversus holistically.An analytic rubric has eachof its evaluative criteriain the quality definitions for eachof those evaluative criteriaand they're applied criterion by criterion.In other words you got a separate scoreon essays organization,a separate score on an essay's content,a separate scoreon an essays mechanics and so on.A holistic rubricon the other hand may have the same evaluativecriteria but they are applied overallin one gunky gestalt.
Sometimes we set up a rubric in which we sayif you meet the certain qualificationsof this grade or that grade, or that grade;you will know exactly howto modify your own grade by simply adding moreor less to your product.Again students take on the responsibilityof selecting the rubric they're going to use,turning in their work and knowingthat their peers will be helpingto assess their skillsand to assess their learning.