<< Chapter < Page Chapter >> Page >

Begin writing rubrics with a descriptive statement of the knowledge or skill being assessed (as specified in the assessment criteria) and then adding words and phrases that depict the degree of performance involved at that particular level. In the following example of a rubric written for assignment 1 in the Teaching and Learning Project we decided to incorporate the standards language to ensure a reviewer can clearly identify the elements and indicators that are being assessed. We start by using the basic language of the standard as the statement for Meets Standards and then downgrade and embellish the descriptions for Does Not Meet and Exceeds.

Sample rubric for teaching and learning project assignment 1

For the first assignment students had to recruit 1-2 peers to join them in forming a learning community that worked as a team to complete all of the assignments in the project. The assessment product was a reflective journal that included brief descriptions of actions taken, reflections on the leadership behaviors exhibited while forming and facilitating the team, and thoughts about how the student’s leadership actions might be refined or strengthened.

The following two indicators from the professional culture element in the Teaching and Learning Performance Expectation (CCSSO 2008) were assessed using this performance:

Assignment 1: Reflective Journal Summary Report Template

  • “Models openness to change and collaboration that improves practices and student outcomes” (A-3), and
  • “Develops time and resources to build a professional culture of openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement” (A-4).

Here is a rubric sample statement for “Meets Standards”:

Works with at least one peer in the workplace to complete the assignments in the project. The reflective journal summary report demonstrates openness to change and the ability to build a professional culture of collaboration that improves practices and student outcomes by engaging teachers in sharing information, analyzing results, and planning improvement.

Note how the statement uses the language of the standard element indicators to establish the descriptive criteria for acceptable performance. Multiple indicators assessed by the same assignment are often related in some way (in this example, collaboration is the organizing theme) so the rubric writer can either integrate the related indicators within one sentence as we did here or write separate sentences for each indicator.

Successfully recruiting and engaging at least one other person in the workplace in activities intended to improve teaching and learning is evidence that the student can actually lead this work and thus, meets the standard. Given that most students would have to accomplish this absent formal authority is challenging for novices so the rubric for unacceptable performance (Does Not Meet Standards) was written to make it possible for people to meet the standard at varying levels. The content of the reflective journal is intended to provide details regarding the leadership processes and practices employed by the student so it should be possible to make a judgment about the existence of a leadership strategy even if participation results are sparse.

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Performance assessment in educational leadership programs; james berry and ronald williamson, editors. OpenStax CNX. Sep 26, 2009 Download for free at http://cnx.org/content/col11122/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Performance assessment in educational leadership programs; james berry and ronald williamson, editors' conversation and receive update notifications?

Ask