ITI Classroom Rubric PDF Download

Author: Karen D. Olsen
Publisher:
ISBN: 9781878631411
Category : Education
Languages : en
Pages : 24

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Book Description

Author: Karen D. Olsen
Publisher:
ISBN: 9781878631381
Category : Curriculum planning
Languages : en
Pages : 56

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Book Description

Author: Karen D. Olsen
Publisher: Books for Educators
ISBN: 9781878631237
Category : Curriculum planning
Languages : en
Pages : 15

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Book Description

Author: Susan Kovalik
Publisher:
ISBN: 9781878631114
Category : Education
Languages : en
Pages : 388

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Book Description

Author: Susan M. Brookhart
Publisher: ASCD
ISBN: 1416615520
Category : Education
Languages : en
Pages : 174

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Book Description
What is a rubric? A rubric is a coherent set of criteria for student work that describes levels of performance quality. Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused. The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the "tasks") that students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics (for example, general versus task-specific, and analytic versus holistic), explains when using each type of rubric is appropriate, and highlights examples from all grade levels and assorted content areas. In addition, Brookhart addresses * Common misconceptions about rubrics; * Important differences between rubrics and other assessment tools such as checklists and rating scales, and when such alternatives can be useful; and * How to use rubrics for formative assessment and grading, including standards-based grading and report card grades. Intended for educators who are already familiar with rubrics as well as those who are not, this book is a complete resource for writing effective rubrics and for choosing wisely from among the many rubrics that are available on the Internet and from other sources. And it makes the case that rubrics, when used appropriately, can improve outcomes by helping teachers teach and helping students learn.

Author: Germaine L. Taggart
Publisher: R&L Education
ISBN: 1461653894
Category : Education
Languages : en
Pages : 172

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Book Description
What is a rubric? How can I implement them as evaluation tools? How can I make better use of my existing rubrics? This bestseller answers these questions, providing you with all the necessary information to apply rubrics_from the classroom to the administrative office. Each chapter stands alone as a practical reference guide. The authors cover curriculum evaluation, student input into rubrics, cross-curricular approaches, rubric categories, specialty rubrics, and teacher evaluation. Easily adaptable samples, as well as plenty of descriptive scenarios, will give educators the information and confidence they need to create, utilize, and evaluate rubrics.

Author: Jane Rasp McGeehan
Publisher:
ISBN: 9781878631404
Category : Education
Languages : en
Pages : 276

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Book Description

Author: Judith A. Arter
Publisher: Pearson Merrill Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 278

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Book Description
Teachers learn to choose or develop sound instructional rubrics and to use rubrics effectively with students to maximize learning. An accompanying CD-ROM contains more than 25 sample rubrics.

Author: Judith Arter
Publisher: Corwin Press
ISBN: 0761975756
Category : Business & Economics
Languages : en
Pages : 208

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Book Description
This book offers a practical approach to assessing challenging but necessary performance tasks like creative writing, "real-world" research projects, and cooperative group activities.

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN: 1135706662
Category : Education
Languages : en
Pages : 730

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Book Description
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory. In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories. *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand. *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong. *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units. This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory