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Understanding Rubrics as Assessment
What is a Rubric? 1:45
Types of Rubrics 4:09
Developing/Defining Rubric Criteria
Writing the Assessment Task 4:16
Connecting to Standards 3:13
Using Observable and Measurable Criteria 5:37
Creating a Rating Scale
Developing Performance Levels 2:59
Creating Descriptions 4:31
Correlation Scores/Points 4:49
Insuring Rubric Reliability
Using a Rubric With Fidelity 4:42
Interrater Reliability 3:09
Developing Benchmarks 3:19
Other Uses of Rubrics
Rubrics for Self-Assessment 2:43
Rubrics for Peer Assessment 1:45
Student-Generated Rubrics 2:18
Unlock Certificate: 5 Questions
3 PD Hours
1 Decide on the appropriate type, criteria, performance levels, and descriptors when designing a rubric.
2 Choose strategies for ensuring rubric reliability.
3 Evaluate whether to use a rubric for self-assessment, peer assessment, or summative classroom use.
Assessment and the resulting grades can play a critical role in students’ academic lives. How can art teachers create effective and meaningful assessments that will measure real student growth? Join art administrator Nick Gehl as he shares tips and tricks for improving your assessment practices through the use of rubrics. Nick will share the benefits of a high-quality rubric and unpack how to create the perfect rubric for your next assignment.
3. Assessment Design
A. Designs student assessments aligned to learning targets/goals
B. Develops various assessment strategies for classroom use
C. Analyzes qualitative and quantitative student assessment data to gauge mastery
D. Analyzes qualitative and quantitative student assessment data to guide learning and instruction
4. Assessment Implementation
A. Monitors student learning and adjusts instruction as needed
B. Supports student reflection on learning through peer feedback and self-assessment
C. Design and deliver ongoing, timely feedback to students
High School Art Administrator and PRO Facilitator
Nick Gehl is currently the Department Chair of Fine Arts at Evanston Township High School in Illinois. He is interested in enhancing the student experience, staff development, and leadership in the arts. He holds a bachelors degree in Art Education and masters degree in Educational Leadership.