Table of Contents
Content Home
Welcome- Module Orientation
Pre-Assessment- Unit 1: Introduction and Overview
- Unit 2: California State Assessment System
- Standardized Testing and Reporting Program
- New State Assessment System
- Smarter Balanced Assessments
- Computer Adaptive Technology
- A Balanced Assessment System
- Assessment Methods and Item Types
- Smarter Balanced Preliminary Blueprints
- Smarter Balanced Practice Tests
- Supporting All Students in California’s Assessment System
Summary of Unit 2
- Unit 3: Assessment Literacy for Educators
- Purposes and Uses of Assessment
- Assessment Information Usage
- Types of Assessment Information
- Integrated Teaching-Assessment Cycle
- Assessment Literacy at the Classroom Level
- Assessment Literacy Defined
- Assessing Student Learning
- Council of Chief State School Officers
- Attributes of Assessment-literate Teachers
- Summary of Unit 3
- Unit 4: Developing Standards-based Instructional Learning Targets
- Preparing and Planning for Instruction and Assessment
- Planning for Instruction and Assessment
- Assessment Targets
- Developing Instructional Learning Targets
- Summary of Unit 4
- Unit 5: A Balanced Assessment System
- Multiple Levels of Assessment
- Sources of Assessment Data
- Effective, Appropriate Use of Assessments and Assessment Data
- Categorizing Different Types of Assessments
- Summative Assessment: Assessment of Learning
- Formative Assessment Practices and Tools: Assessment for Learning
- Peer Assessment
- Assessment Vignettes
- Summary of Unit 5
- Unit 6: Identifying, Developing, and Implementing Sound, Quality Assessments
- Identifying, Selecting, and Developing Appropriate Classroom Assessments
- Key Concepts in Accurate Measurement: Validity
- Key Concepts in Accurate Measurement: Reliability
- Key Concepts in Accurate Measurement: Fairness
- Assessment Accessibility
- Selecting and Developing Appropriate Classroom Assessments: Assessment Methods
- Developing Better Assessments
- Instructionally Embedded Formative Assessment: Checking for Understanding Strategies
- Checking for Understanding on a Daily Basis
- Using Think-Pair-Share to Check for Understanding
- Summary of Unit 6
- Unit 7: Analyze & Act: Appropriate & Effective Use of Assessment Data
- Assessment Data
- Using Rubrics to Evaluate Student Work
- Developing Rubrics
- Exploring the Parts of a Rubric
- Smarter Balanced ELA Performance Task Review
- Involving Students in Using Rubrics
- Analyzing and Interpreting Data: Mining Item-Level Data
- Acting on the Data: Now What, So What?
- Developing Instructional Adjustments and Interventions
- Effective Feedback
- Student Reflection and Goal Setting
- Students’ Use of Data
- Steps for Goal Setting
- Goal Setting from Constructed-Response Assessments
- Helping Students Adjust Their Learning Tactics
- Summary of Unit 7
- Module Summary
Post-Assessment- Certificate of Completion
Glossary- Resources
- Unit 1 Introduction and Overview
- Unit 2 California Assessment System
- Unit 3 Assessment Literacy for Educators
- Unit 4: Developing Standards-Based Instructional Learning Targets
- Unit 5: A Balanced Assessment System
- Unit 6: Identifying, Developing and Implementing Sound, Quality Assessments
- Unit 7: Analyze & Act: Appropriate and Effective Use of Assessment Data
- Module Evaluation
Exploring the Parts of a Rubric
Let’s explore the parts of a rubric using an example titled, “Chocolate Chunk Cookies.” As you review the rubric, notice the following:
The row headings name the criteria to judge chocolate chunk cookie quality:
- Chocolate Chunk Balance
- Texture
- Color/Appearance
- Taste
The column headings identify the levels of quality with numerical values:
- Poor (1)
- Fair (2)
- Good (3)
In the body of the table are the descriptors. For example the descriptor for a cookie with good texture is “chewy, soft, very few crumbs.”
Here's how the completed rubric looks:
Chocolate Chunk Cookie Rubric
|
|
Poor (1 point) |
Fair (2 points) |
Good (3 points) |
|
Chocolate Chunk Balance |
Chunks in 50% of bites |
Chunks in 75% of bites |
Chunks in every bite |
|
Texture |
Very crumbly, requires napkin, crumbs all over my clothes |
Few crumbs fall onto my lap |
Chewy, soft very few crumbs |
|
Color/Appearance |
Burnt, black, very unappetizing and unappealing |
Golden brown, but uneven coloring |
Even golden brown coloring |
|
Taste |
Stale (I’d feed it to my neighbor’s dog) |
Acceptable (I’ll eat it if I’m bored) |
Delicious (I want more) |
While the Chocolate Chunk Cookie rubric is not an exemplary one, it shows how the necessary parts of rubric can be organized and used. Many assessment literate educators have used a similar exercise to introduce their students to rubrics in a fun and non-threatening way.
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Assessment Literacy. Brought to you by the California Department of Education and the San Joaquin County Office of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
