Rubric development, Study notes of Voice

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M A R C H 4 - 6 D E N V E R , C O

RUBRIC DEVELOPMENT

OVERVIEW

I. Introduction to Rubrics

A. What is a rubric?

B. Why are rubrics useful?

II. Format of Rubrics and Important Characteristics

III. Activities and Exercises

IV. Developing the Rubric

WHY USE RUBRICS?

• Increased reliability (consistency in scoring)
• Increased validity
• Provide feedback for students and teachers
  • Rubrics provide details about how to improve performance.
  • Rubrics allow students to understand what behavioral outcomes are

expected.

• Rubrics make your life easier!

WHY USE RUBRICS?

Example 1 :

Please rate the student’s presentation. Circle your choice,

below.

Poor Fair Good Excellent

WHY USE RUBRICS

Example 3:

Please rate the student’s presentation. Circle your choice,

below.

Excellent Good Fair Poor 3 2 1 0 Weight

Eye Contact Maintains eye contact across the entire audience; rarely looks at notes

Maintains eye contact across the audience, but looks at notes from time to time

Displays some eye contact with the audience but frequently looks at notes

Displays little or no eye contact with audience; reads from notes throughout entire presentation

X

Tone of voice, pacing, and pronunciation

Uses appropriate volume and varied pitch, speaks at an understandable pace

Most words are spoken clearly with varied pitch, mostly speaks at an understandable pace

Speaks at a low volume, pitch is not varied, pace is too fast or too slow at times

Speaks too softly to be heard, and too fast or slow too to engage audience, pitch is not varied

X

FORMAT

Excellent Good Fair Poor 3 2 1 0 Weight Eye Contact Maintains eye contact across the entire audience; rarely looks at notes

Maintains eye contact across the audience, but looks at notes from time to time

Displays some eye contact with the audience but frequently looks at notes

Displays no eye contact with audience; reads from notes throughout entire presentation

X

Tone of voice, pacing, and pronunciation

Uses appropriate volume and varied pitch, speaks at an understandable pace

Most words are spoken clearly with varied pitch, mostly speaks at an understandable pace

Speaks at a low volume, pitch is not varied, pace is too fast or too slow at times

Speaks too softly to be heard, and too fast or slow too to engage audience, pitch is not varied

X

Vertical Axis – Scoring Criteria

FORMAT

Excellent Good Fair Poor 3 2 1 0 Weight Eye Contact Maintains eye contact across the entire audience; rarely looks at notes

Maintains eye contact across the audience, but looks at notes from time to time

Displays some eye contact with the audience but frequently looks at notes.

Displays no eye contact with audience; reads from notes throughout entire presentation

X

Tone of voice, pacing, and pronunciation

Uses appropriate volume and varied pitch, speaks at an understandable pace

Most words are spoken clearly with varied pitch, mostly speaks at an understandable pace

Speaks at a low volume, pitch is not varied, pace is too fast or too slow at times

Speaks too softly to be heard, and too fast or slow too to engage audience, pitch is not varied

X

Intersections of scoring criteria and score categories

FORMAT

Excellent Good Fair Poor 3 2 1 0 Weight Eye Contact Maintains eye contact across the entire audience; rarely looks at notes

Maintains eye contact across the audience, but looks at notes from time to time

Displays some eye contact with the audience but frequently looks at notes

Displays no eye contact with audience; reads from notes throughout entire presentation

X

Tone of voice, pacing, and pronunciation

Uses appropriate volume and varied pitch, speaks at an understandable pace

Most words are spoken clearly with varied pitch, mostly speaks at an understandable pace

Speaks at a low volume, pitch is not varied, pace is too fast or too slow at times

Speaks too softly to be heard, and too fast or slow too to engage audience, pitch is not varied

X

Weight Axis –level of importance assigned to each scoring criterion

IMPORTANT CHARACTERISTICS

• The rubric should be understood and agreed upon by

different evaluators who will be using the rubric

• Expectations are common across evaluators
• Rater training

STARTING THE DEVELOPMENT

PROCESS

Source: Smarter Balance Assessment Consortium, Introduction to Evidence-

Centered Design

Item/ Task (^) Evidence

Assessment

Target

Claim

Content

Standard

BUILDING THE RUBRIC

Scoring Criteria. What are we interested in assessing?

For our example: nonverbal communication

• Eye contact
• Body language (gestures)
• Tone of voice

Scoring Criteria must be carefully defined

BUILDING THE RUBRIC

• Scoring criteria should be carefully defined
• Examples:
  • Tone of Voice
    • What aspects of ‘tone of voice’ should be measured?
    • What does effective ‘tone of voice’ sound like?
  • Body language
    • What does ‘body language’ entail?
    • What does effective body language look like?

BUILDING THE RUBRIC

Place these scoring criteria on the vertical axis.

• The vertical axis shows that:
  • the task is broken down into several different scoring criteria
  • the work is multidimensional
  • there are varying levels of achievement

BUILDING THE RUBRIC

Eye Contact

Tone of voice,

pacing, and

pronunciation

Appearance