Universal Design for Learning: Present content in multiple ways Multiply how students report their learning Stimulate interest and motivation for learning http://www.advocacyinstitute.org/UDL/CASTfaqs.shtml
1. Identify your goals Enduring Understanding Important to Know and Do Worth Being Familiar With Grant Wiggins and Jay McTighe, Understanding By Design, Expanded 2nd ed. (Englewood Cliffs, NJ: Prentice Hall, 2005).
3. What kind of rubric? Holistic : single score, overall impression, vs. Analytic : several dimensions General : criteria generalized across tasks, vs. Task specific: unique to a specific task http://www.utexas.edu/academic/diia/assessment/iar/students/report/rubrics-types.php
4. Can an existing rubric work? Address the most important aspects? Include anything extraneous? Can you adapt from another field? Can you combine or modify? Is the rubric is clear? Did you test it? http://www.utexas.edu/academic/diia/assessment/iar/students/report/rubrics-developmen t.php
Does it have needed parts? A scale Criteria for both strengths and errors e.g.: Overall Impact; Work quality/Craftsmanship; Quality of Methods or Content; Sophistication Indicators for each criteria Standards by level
5. Should you design your own? Determine the key components Clearly define key components http://www.utexas.edu/academic/diia/assessment/iar/students/report/rubr ics-development.php and http://www.utexas.edu/academic/diia/assessment/iar/students/report/rub rics.php Other helpful sites: http://rubistar.4teachers.org/index.php - annoyingly pink online-generated rubric development tool. Free! For K-12, but can be edited for more complex learning http://www.rcampus.com/index.cfm Another free rubric development site – requires log-in.
6. What do the levels look like? Describe the highest level first Be clear: e.g., What does “clear” mean? Circle the words that can vary Avoid comparative language Look for concepts instead depth, breadth, quality, accuracy, scope, extent, complexity, degrees