Career Education and Consumer

Teachers: Note when writing your standards, now use this information below to cite the standards as well as the strands: from http://education.state.nj.us/njsdb/

RUBRICS GALORE

FROM: http://www.4teachers.org/projectbased/checklist.shtml

writing
K-1 2-4 5-8 9-12

science
K-4 5-8 9-12

Subject-Specific and General Rubrics

Educator Technology Skills Rubrics

The role of assessment in teaching happens to be a hot issue in education today. This has led to an increasing interest in "performance-based education." Performance-based education poses a challenge for teachers to design instruction that is task oriented. The trend is based on the premise that learning needs to be connected to the lives of the students through relevant tasks that focus on students' ability to use their knowledge and skills in meaningful ways. In this case, performance-based tasks require performance-based assessments in which the actual student performance is assessed through a product, such as a completed project or work that demonstrates levels of task achievement. At times, performance-based assessment has been used interchangeably with "authentic assessment" and "alternative assessment." In all cases, performance-based assessment has led to the use of a variety of alternative ways of evaluating student progress ( journals, checklists, portfolios, projects, rubrics, etc.) as compared to more traditional methods of measurement (paper and pencil testing).

Rubrics are performance-based assessments that evaluate student performance on any given task or set of tasks that ultimately leads to a final product, or learning outcome. Rubrics use specific criteria as a basis for evaluating or assessing student performances as indicated in narrative descriptions that are separated into levels of possible performance related to a given task. Starting with the highest level and progressing to the lowest, these levels of performance are used to assess the defined set of tasks as they relate to a final product or behavior. Each level describes degrees of proficiency and each level is assigned a value that rates the degree of proficiency or student performance. Rating scales are used; they can be numerical, qualitative, or a combination of numerical and qualitative.

Rating scales can be either holistic or analytical. Holistic scales offer several dimensions together while analytical scales offer a separate scale for various dimensions.

Holistic scoring is more global and does little to separate the tasks in any given product, but rather views the final product as a set of interrelated tasks contributing to the whole. Anchor points are used to assign value to descriptions of products or performances that contribute to the whole. Holistic scoring proves to be efficient and quick. One score provides an overall impression of ability on any given product or work. It is most commonly used with writing products, but can be used just as effectively with other subject areas. The disadvantage of holistic scoring is that it does not provide detailed information about student performance in specific areas of content or skill.

Analytic scoring breaks down the objective or final product into component parts and each part is scored independently. In this case, the total score is the sum of the rating for all of the parts that are being evaluated. When using analytic scoring, it is necessary to treat each component or part as separate to avoid bias toward the whole product.

There are occasions when there are two raters who score students' work. This is to assure reliability in results. If there is a wide discrepancy among the scores, then raters are obliged to discuss why they gave certain ratings. In some cases, a third rater is called in to settle any discrepancy. This practice is mostly used with high stake testing such as state mandated testing.

Whether holistic scales or analytical scales are used, the important factors in developing effective rubrics is the use of clear criteria that will be used to rate a student's work and that the performance being evaluated is directly observable. More importantly, students should be informed as to what criteria they are being held accountable.

The rubric this generator creates is a great first step for any behavior modification plan.

Patton J. Hill Elementary School

Class Participation Rubric

Name: ________________________

Teacher: Staff

Criteria

Points

	4	3	2	1
Attendance / Promptness	Student is always prompt and regularly attends classes.	Student is late to class once every two weeks and regularly attends classes.	Student is late to class more than once every two weeks and regularly attends classes.	Student is late to class more than once a week and/or has poor attendance of classes.	____
Level Of Engagement In Class	Student proactively contributes to class by offering ideas and asking questions more than once per class.	Student proactively contributes to class by offering ideas and asking questions once per class.	Student rarely contributes to class by offering ideas and asking questions.	Student never contributes to class by offering ideas and asking questions.	____
Listening Skills	Student listens when others talk, both in groups and in class. Student incorporates or builds off the ideas of others.	Student listens when others talk, both in groups and in class.	Student does not listen when others talk, both in groups and in class.	Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak.	____
Behavior	Student almost never displays disruptive behavior during class.	Student rarely displays disruptive behavior during class.	Student occasionally displays disruptive behavior during class.	Student almost always displays disruptive behavior during class.	____
Preparation	Student is almost always prepared for class with assignments and required class materials.	Student is usually prepared for class with assignments and required class materials.	Student is rarely prepared for class with assignments and required class materials.	Student is almost never prepared for class with assignments and required class materials.	____
				Total---->	____

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Guide to Standards Structure
	Overview of Standards
	New vs. Old Standards
	New Strands
	How to find a CPI and related resource

	Career Education and Consumer, Family and Life Skills

	Comprehensive Health and Physical Education

	Language Arts Literacy

	Mathematics

	Science

	Social Studies

	Technology

	Visual and Performing Arts

	World Languages

Score Level	Criteria
4	Shows full understanding of mathematical concepts with no computational errors; executes algorithms for equations completely and correctly.
3	Shows nearly complete understanding of concepts and principles with few or minor computational errors; executes algorithms correctly.
2	Show some understanding of concepts and principles with serious computational errors that affect the successful completion of algorithms.
1	Show very little, if not limited understanding of concepts with major computational errors; failure to execute algorithms.

RUBRICS GALORE

FROM: http://www.4teachers.org/projectbased/checklist.shtml

writing K-1 2-4 5-8 9-12

science K-4 5-8 9-12

Subject-Specific and General Rubrics

Educator Technology Skills Rubrics

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writing
K-1 2-4 5-8 9-12

science
K-4 5-8 9-12