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Post Your Lesson Design & Analytic Rubric

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Post Your Lesson Design & Analytic Rubric

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In your teams,

1. Develop a simple Lesson Plan using the D5 Form.

2. Develop an Analytic Rubric guided by the Analytic Rubric Checklist (D4)

3. Provide Feedback to the Presenter with Praise, Question, Polish (PQP)

# data[].attributes.headline
Post Your Lesson Design & Analytic Rubric

# data[].attributes.subject
Post Your Lesson Design & Analytic Rubric

# data[].attributes.body
In your teams,

1. Develop a simple Lesson Plan using the D5 Form.

2. Develop an Analytic Rubric guided by the Analytic Rubric Checklist (D4)

3. Provide Feedback to the Presenter with Praise, Question, Polish (PQP)

# data[].attributes.headline
Post your Lesson Design & Analytic Rubric

# data[].attributes.subject
Post your Lesson Design & Analytic Rubric

# data[].attributes.body
In your teams,

1. Develop a simple Lesson Plan using the D5 Form.

2. Develop an Analytic Rubric guided by the Analytic Rubric Checklist (D4)

3. Provide Feedback to the Presenter with Praise, Question, Polish (PQP)

# data[].attributes.headline
Post your Lesson Design & Analytic Rubric

# data[].attributes.subject
Post your Lesson Design & Analytic Rubric

# data[].attributes.body
In your teams,

1. Develop a simple Lesson Plan using the D5 Form.

2. Develop an Analytic Rubric guided by the Analytic Rubric Checklist (D4)

3. Provide Feedback to the Presenter with Praise, Question, Polish (PQP)

# data[].attributes.headline
Post your Lesson Design & Analytic Rubric

# data[].attributes.subject
Post your Lesson Design & Analytic Rubric

# data[].attributes.body
In your teams,

1. Develop a simple Lesson Plan using the D5 Form.

2. Develop an Analytic Rubric guided by the Analytic Rubric Checklist (D4)

3. Provide Feedback to the Presenter with Praise, Question, Polish (PQP)

# data[].attributes.headline
Post your Lesson Design & Analytic Rubric

# data[].attributes.subject
Post your Lesson Design & Analytic Rubric

# data[].attributes.body
In your teams,

1. Develop a simple Lesson Plan using the D5 Form.

2. Develop an Analytic Rubric guided by the Analytic Rubric Checklist (D4)

3. Provide Feedback to the Presenter with Praise, Question, Polish (PQP)

# data[].attributes.headline
Post your Lesson Design & Analytic Rubric

# data[].attributes.subject
Post your Lesson Design & Analytic Rubric

# data[].attributes.body
In your teams,

1. Develop a simple Lesson Plan using the D5 Form.

2. Develop an Analytic Rubric guided by the Analytic Rubric Checklist (D4)

3. Provide Feedback to the Presenter with Praise, Question, Polish (PQP)

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4. D4_Checklist for Created Analytic Rubric

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From the prompt below, create 4 band analytic rubric table on the subject of storytelling

Principles of analytic rubrics

Validity

1.Appropriateness - The rubric

criteria represent key aspects of

the standards, goals, or learning

objectives that students are

expected to demonstrate.

2.Clarity - The meaning of each

criterion is clearly defined and

understood by both students

and teachers.

3.Observability - Each criterion

focuses on visible or tangible

qualities of student

performance that align to the

targets.

4. Distinctiveness - The criteria

assess separate and distinct

aspects of student mastery

related to the outcomes.

5.Comprehensiveness

Collectively, the criteria fully

encompass all targeted learning

outcomes.

6.Descriptiveness - The criteria

can delineate levels of quality in

student work across a

continuum.

Fairness

The rubric should avoid the

following:

1.Confounding Outcomes:

Assessing multiple skills

simultaneously without

distinguishing between them.

2.Extraneous Scoring Criteria:

Factoring neatness, color, etc

into scores instead of evaluating

content and skills

3.Component-Based Rather Than

Proficiency-Based Scoring:

Simply tallying task components

completed rather than

evaluating proficiency in the

target skill(s).

4.Scoring Uncued Abilities:

Grading students on things they

were not instructed or expected

to demonstrate.

5.Product Over Outcome Focus:

Evaluating the tangible product

rather than the capability it was

intended to exhibit.

Practicality &

Usefulness

. The rubric should lead to

consistent results across

different raters and instances of

use. This depends on having

clear descriptors for each

performance level.

Supporting Feedback &

Development

. The rubric should enable

educators to provide feedback

to help students improve.

Alignment to Industry &

Authentic Contexts

. In colleges of higher learning,

rubrics should assess skills and

performance relevant to

industry standards and

workplace contexts

1. Performance Band Structure and Descriptor Nuance:

* Single-Digit Performance Bands (e.g., 5, 4, 3): For these bands, descriptors are brief but exacting. Your assessment must be precise and directly align with the core essence of the descriptor. The language you use for evaluation must be highly specific and leave no room for ambiguity.

* Performance Mark Ranges (e.g., 7-9, 4-6): For these bands, descriptors are long to account for variations in performance. Your assessment should identify the key strengths and weaknesses that place the student within a specific part of the range (e.g., lower, middle, or upper end of the range). Your justification should reflect the breadth of the descriptor.

2. Nuanced Comparatives (especially for Single-Digit Bands):

When distinguishing between single-digit performance bands, use *highly nuanced comparative language**. Do not simply state "better" or "worse." Instead, articulate how one performance is superior or inferior in terms of depth, clarity, accuracy, originality, critical thinking, application of concepts, etc.

* For example, instead of "shows good understanding," consider "demonstrates a sophisticated understanding, evidenced by the seamless integration of complex theoretical frameworks," or "exhibits a foundational understanding, but struggles with the application of advanced concepts in novel situations."

3. Unaccounted for Nuances (beyond existing rubrics):

Identify and articulate any aspects of the student's performance that are significant but not explicitly covered or fully captured by the existing rubric descriptors*. This might include:

* Exceptional originality or creativity beyond basic expectations.

* Unforeseen depth of insight or critical analysis.

* Particularly elegant or efficient solutions.

* Minor errors that, while present, do not detract significantly from overall achievement in a higher band.

* Specific areas where the student demonstrates potential for growth even within a high-achieving band.

* Unusual interpretations or approaches that are valid and well-justified.

4. Output Requirements:

* Clearly state the determined performance band.

* Provide a concise justification for the chosen band, directly linking the student's performance to the specific requirements of that band's descriptor(s).

Crucially, highlight any "unaccounted for" observations (as per point 3) that provide additional context or merit, even if they don't change the band. If these observations do* influence the band, explain how.

* Use precise, academic language throughout your assessment.