Rubric

Rubric Handouts Rubric 1. A rubric is a guideline for “rating student performance”. 2. It is a tool that helps the teacher assess the student’s performance in various tasks such as written work, projects, group work and so on. 3. A rubric has a set of criteria, a description to explain that criteria and a point value associated with those criteria. 4. A rubric therefore describes the quality of a piece of work (outstanding (A+), excellent (A), very good (A-), good (B+) and average (B)). For a rubric to be effective, the teacher should share it with students before they begin work. This allows students to understand how they will be assessed before they begin work. Rubrics also help to make the evaluation of a task more objective and consistent. Checklists list behaviours or specific steps which students need to follow while performing a particular activity. These can be marked as Present/Absent, Complete/Incomplete, Yes/No, etc. Checklists can be used either by a teacher to assess a student, or by students to assess their peers or themselves. Checklists provide a structure for students and are useful to use when the completion of a task is to be noted, without assigning it a rating scale. Observation schedules enable the teacher to measure classroom behaviours from direct observations and quantify them. These specify both the events and behaviours that are to be observed and are recorded by assigning them a score. The Examination Accreditation Authority (ies) EAA encourages the use of a variety of assessment tools in Continuous and Comprehensive Evaluation. Given below are checklists, observation schedules and rubrics for various activities of the textbook. The teacher can modify descriptors based on the needs of the classroom. OBSERVATION SCHEDULES 1. PRACTICAL / LAB ACTIVITY This is an observation schedule for a practical or lab activity. The criteria can be adapted for level/class based on what is expected of the student. Very young students may not be allowed to set up an experiment and may receive scores only for their 1

Rubric ability to observe and draw conclusions based on them. Each criterion can be assigned a score out of 5. Criteria 1. Sets up experiment correctly _____________________ 2. Performs the experiment correctly _____________________ 3. Collects data and observations correctly _____________________ 4. Works with care and attention to detail _____________________ 5. Observes, interprets data and draws inferences correctly _____________________ 6. Relates findings with theoretical knowledge _____________________ 7. Demonstrates good understanding while being questioned (viva) 2. PROJECT WORK _____________________ Projects are undertaken over a period of time and generally involve collection and analysis of data. Projects are useful in theme-based learning. Guidelines for project work: 1. Project topics should be decided/chosen, planned and conducted by students largely with the teacher acting as a guide. 2. Students should be encouraged to do project work in groups. This will enable students to work together, share experiences and learn from each other. 3. Projects give students an opportunity to explore, investigate and work in groups. 4, Students can be encouraged to use materials judiciously and place them back after use. As projects take a period of time to complete, they provide significant opportunity to assess both Scholastic and Co-scholastic skills of students. Below are a few sample observation criteria that can be assigned a score out of five A wide range of Formative and Summative Assessment tasks and activities have been provided at the end of each Unit of the textbook. DESCRIPTORS/CRITERIA 1. Has done enough research and collected relevant information _____________________ 2. Reflects creativity and aesthetic skills _____________________ 3. The project shows an understanding of the concept _____________________ 4. Consults a variety of sources (the internet and other materials) in completing the project _____________________ 5. Has conducted interviews for the project _____________________ 6. Demonstrates originality in the approach to the project _____________________ 7. Has interpreted results appropriately _____________________ 3. SHOW AND TELL/ BRING AND TELL This is an observation schedule for Show and Tell. Each criterion can be assigned a score out of 5. 2

Rubric DESCRIPTORS/ CRITERIA _____________________ 1. Spoken content shows close relevance to object _____________________ 2. Organises thoughts and ideas _____________________ 3. Speaks fluently and with clarity _____________________ 4. Holds audience attention and interest _____________________ 5. Displays confidence _____________________ 6. Concludes in an appropriate manner _____________________ 7. Stays within allotted time 4. DEBATE This is an observation schedule for a debate. Each criterion can be assigned a score out of 5. DESCRIPTORS/ CRITERIA SCORE OUT OF 5 1. Shows knowledge of content/topic _____________________ 2. Uses strong argument and shows ability to convince _____________________ 3. Is fluent; has good diction and pronunciation _____________________ 4. Is able to contradict a given point of view _____________________ 5. Can take criticism positively _____________________ 6. Shows respect for opponent _____________________ 7. Shows positive body language while arguing _____________________ 5. GROUP DISCUSSION This is an observation schedule for a group discussion. Each criterion can be assigned a score out of 5. DESCRIPTORS/ CRITERIA SCORE OUT OF 5 1. Contributes to the discussion _____________________ 2. Is knowledgeable about the subject/topic of discussion _____________________ 3. Involves others in the discussion _____________________ 4. Demonstrates leadership skills (is able to steer the discussion in the right direction; sum it up etc.) _____________________ 5. Accepts criticism positively _____________________ 6. Contributes to the discussion with creative ideas _____________________ 7. Listens to others attentively _____________________ 6. MAP WORK This is an observation schedule for map work. Each criterion can be assigned a score out of 5. DESCRIPTORS/ CRITERIA 1. Shows neatness and appropriate use of colours for various features _____________________ 2. Shows accuracy i.e. all features are located and labelled correctly _____________________ 3. Spells and capitalizes words on map correctly _____________________ 3

Rubric 4. Includes key in the map _____________________ 5. Writes the title of the map correctly _____________________ CHECKLISTS CREATIVE WRITING This is a checklist for a creative writing task. Yes / No 1. Does the student focus on the main idea or topic sentence? 2. Does the student use all important details? Yes / No 3. Does the work show logical ordering and sequencing of ideas? Yes / No 4. Does the student frame complete sentences? Yes / No 5. Has descriptive vocabulary been used appropriately? Yes / No 6. Does work shows creativity and imagination? Yes / No 7. Has attention been paid to correct grammar and spelling? Yes / No SELF-ASSESSMENT Here is a checklist for self-assessment for general performance by a student. It can be modified to suit specific tasks. It can also be modified suitably for peer assessment. 1. Did I work to the best of my ability? Yes / No 2. Did my work display my knowledge/skills? Yes / No 3. Did I complete the task? Yes / No 4. Did I keep to allotted time for the task? Yes / No 5. Did I listen attentively and follow instructions? Yes / No 6. Was I respectful to all in class? Yes / No 7. Was I helpful and considerate of others? Yes / No Formative Assessment  Speak Out  Write Right  Art Work  Find Out  Map Work  Project Work  Hands On  Peer and self-assessment APPLYING FORMATIVE ASSESSMENT  Teachers should use a variety of tools (oral, written, projects, presentations) so that all students, of different abilities and learning styles, can exhibit their understanding.  Always share the assessment criteria with the students so that they know exactly what is expected of them.  Allow peer and self-assessment to enable students to get a better understanding of the expectations.  Always give an opportunity to the student to improve on a particular area/skill and a chance to display that improvement. 4

Rubric  In science at least one out of the four formative assessments in the year should be experiments.  In mathematics at least one out of the four should be assessing performance in Maths Lab activities.  In social studies at least one out of the four should be based on projects.  In languages at least one out of the four should be assessing conversation skills in the form of listening comprehension or conversations. ASSESSMENT TECHNIQUES AND TOOLS Tools FORMATIVE ASSESSMENT Objective type Techniques Short Answer questions Observation Schedule Written Assignment and test Interview Schedule Working in Paint (IT) Checklist Interactive CD-ROM (IT) Rating Scale Show and tell Anecdotal record Games Puzzles and quizzes Portfolio Simple project Working with lab equipment Simple project Study of scientific models Model Making Simple science experiment Handout with clay plasticine / art and paper folding/ tearing Map making Map work Role play Pair work Group work Group work where each student is assigned a role, with the teacher as facilitator, helps students to take responsibility for their learning and helps them build interpersonal skills. Students also learn about their strengths and weaknesses. They can work in groups to do simple projects and presentations, handwork and internet search for information. Various activities included under life skills in these books help students to develop co- scholastically as well and imbibe positive values and attitudes that will stand them in good stead. (reference: Howard Gardner’s Theory of Multiple Intelligences Summative Assessment  Fill in the blanks 5

Rubric  True or False  Tick or Cross  Circle the correct word  Answer the questions SUMMATIVE ASSESSMENT A. Fill in the blanks. 1. The Earth rotates around its . 2. If a place is situated at 231⁄2°S latitude, it is on the Tropic of . 3. Imaginary lines parallel to the Equator that go round the Earth are called . 4. Most of the DRC is covered with forests. 5. Huge pieces of ice floating in the sea are called . 6. Saudi Arabia is one of the richest countries of the world because it has huge deposits of . 7. The main crop of the prairies is . 8. The Canal links the Mediterranean Sea with the Red Sea. 9. Communicating ideas to many people at the same time is called communication. B. Name these. 1. A model of the Earth: 2. Imaginary line that divides the Earth into two equal halves: 3. Latitude 661⁄2°N: 4. A map showing natural features: 5. The zone that lies between the Tropical Zone and Frigid Zone: 6. The original inhabitants of Greenland: 7. The capital of Saudi Arabia: 8. The grasslands of North America: 9. Its invention about 300 years ago made fast transport possible: 10. Invented by John Logie Baird about 80 years ago: C. Write T for true and F for false sentences. 1. A globe shows the Earth more accurately than a map. 2. Latitudes become longer as we move from the Equator to the Poles. 3. The further away a place is from the Equator, the warmer it is. 4. It rains almost every day in the tropical forests of DRC. 5. Most of Greenland lies in the Frigid Zone in the Southern Hemisphere. 6. The prairies have hot summers and cold winters, with moderate rainfall. 7. The steam engine was invented by James Watt. 8. Underground railway in cities increases traffic congestion. 9. Mass communication became possible only after the invention of the radio. 10. An Internet connection is needed to send an e-mail. D. Answer the following questions. 1. How do we know that the Earth is round? 2. How do latitudes and longitudes help us? 3. What are the disadvantages of using a globe? 4. What do you mean by the ‘scale’ of a map? 6

Rubric 5. How does the height above sea level affect the climate of a place? 6. What is the difference between weather and climate? 7. In some parts of DRC the climate is not very hot and wet. What kind of vegetation is found in these parts of DRC? 8. Describe the climate of Greenland. 9. How have modern facilities changed the lives of the Inuit? 10. Why is Saudi Arabia so important for the Muslims? 11. In which part of the prairies is cattle rearing the main occupation? Describe the land in this region. 12. What are the advantages of a modern highway? 13. What are the advantages of waterways? 14. Why is television the most popular means of mass communication today? 15. What is satellite communication? 7