Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.) Filing date Publication date Priority to US9980008P priority Critical Priority to US61/099,800 priority Priority to US56481709A priority Priority to US12/564,817 priority Application filed by Ashley Jean Funderburk filed Critical Ashley Jean Funderburk Publication of WO2010036710A1 publication Critical patent/WO2010036710A1/en Links Inventor Ashley Jean Funderburk Original Assignee Ashley Jean Funderburk Priority date (The priority date is an assumption and is not a legal conclusion. Google Patents WO2010036710A1 - Reasoning rubric element Provide faculty with rating sheet and explain the procedure (e.g., two raters for one sample). Step 5:В Once consensus is made on the ratings and when faculty feel comfortable with using the rubric, proceed with individual ratings of student work/performance. Step 4:В Discuss scoring inconsistencies and reasons behind different ratings. Step 3:В Gather facultyвЂ™s ratings to show the agreement on the rating. Have faculty rate them independently applying the rubric. Step 2:В Provide two samples of student performance/work that represents different levels of mastery (mask the ratings). For each mastery level, provide one sample with annotations of the features found in student work that capture the rating criteria. Familiarize faculty with the categories and levels. Steps involved in rater training and calibration: To calibrate ratings among raters, a rating orientation can be useful.

In order to provide consistent and reliable rating, those who will be rating student work or performance need to be familiar with the rubric and need to interpret and apply the rubric in the same way. STEP 5:В Pilot-test the rubric with a few sample papers and/or get feedback from your colleagues (and students) on the rubric. STEP 4:В Describe performance characteristics of each component/dimension for each mastery level. Decide what score should be allocated for each level. STEP 3:В Identify how many mastery levels are needed for each performance component/dimension. STEP 2:В Identify the characteristics of student performances.В What is it that students are supposed to demonstrate (skills, knowledge, behaviors, etc.)? STEP 1:В Clarify task/performance expectations. Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.Focus their efforts on completing assignments in line with clearly set expectations.Reduce time spent on grading Increase time spent on teaching.Develop consistency in how you evaluate student learning across students and throughout a class.Adapt your approach to teaching aspects of a course based on thematic gaps in student learning that are easily identified by reviewing rubrics across a class.Demystify assignment expectations so students can focus on the work instead of guessing 'what the teacher wants.'.Provide students with feedback that is clear, directed and focused on ways to improve learning.

Throroughess as element of rubric