Learning Exercise
Developing a Rubric for an Arts Lesson
This assignment supplements the development of an arts lesson plan. Student teachers will work in teams of two to develop a holistic and an analytic rubric for the same lesson plan. The debate and interaction needed to development both rubrics and show the difference between them will help these beginning teachers to realize the importance between the learning objectives in their lessons and how they will assess them. This assignment could be adapted for a 100% online course assignment.
Course: Curriculum Theory & Practice--Arts
- Material:
- Authentic Assessment Toolbox
- Date last modified:
- January 14, 2003
- Created by:
- Cris Guenter
- License:
-
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Exercise
The first part of this assignment is to thoroughly and thoughtfully read all the
information on rubrics provided on the Authentic Assessment Toolbox site. Then
this information can be discussed and more fully developed during class time.
Student teachers' experiences with rubrics and rubric development is addressed.
Student teachers will be put into teams of two. They will then select a
previously completed arts lesson plan for developing their holistic and analytic
rubrics. Examples of rubrics are available in our course packet for reference
and there are examples at this online site. Student teachers will be shown two
main online sites to help them with the development and self-assessment of their
rubrics. The sites are the Authenitc Assessment Toolbox and The Rubric Bank,
both found within MERLOT. This should help them prepare for sharing their two
rubric examples with their classmates. During the presentations the student
teachers are encouraged to ask, debate, question, consider, other possibilities.
Which type of rubric--holistic or analytic--works best for certain
expectations? Can the student teachers identify examples from their own rubrics
that are clearly effective, consistent, and do provide valuable information to
the learner and the teacher? The rubrics and lesson plan from each team of
student teachers will be collected and reviewed by the instructor.
information on rubrics provided on the Authentic Assessment Toolbox site. Then
this information can be discussed and more fully developed during class time.
Student teachers' experiences with rubrics and rubric development is addressed.
Student teachers will be put into teams of two. They will then select a
previously completed arts lesson plan for developing their holistic and analytic
rubrics. Examples of rubrics are available in our course packet for reference
and there are examples at this online site. Student teachers will be shown two
main online sites to help them with the development and self-assessment of their
rubrics. The sites are the Authenitc Assessment Toolbox and The Rubric Bank,
both found within MERLOT. This should help them prepare for sharing their two
rubric examples with their classmates. During the presentations the student
teachers are encouraged to ask, debate, question, consider, other possibilities.
Which type of rubric--holistic or analytic--works best for certain
expectations? Can the student teachers identify examples from their own rubrics
that are clearly effective, consistent, and do provide valuable information to
the learner and the teacher? The rubrics and lesson plan from each team of
student teachers will be collected and reviewed by the instructor.
Additional Information: http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/Step_7/step_7.html
Disciplines
Requirements
Topics
Type of Task
Learning Objectives
Following the procedures outlined in Step 4: Creating a Rubric, at this site, pairs of student teachers will construct a holistic and an analytic rubric for the same lesson plan.
Once complete, the student teacher pairs will present their two types of rubrics to groups of their peers and then engage in a class summary of the entire process.