Designing Rubrics
Lesson Objective: Create rubrics to assess learning
Grades 9-12 / Math / Assessment

Thought starters

1. What does Ms. Hobbs take into account when designing rubrics?
2. How does designing rubrics fit into your planning process?
3. What do students learn from doing a mid-project rubric review?
This was fantastic! It's very possible that I will be teaching Geometry and that was so long ago for me. The soccer ball project was an awesome reminder of my time in Geometry. I really love the final project idea for teaching this particular subject. I think that's what's drawing me to wanting to teach this subject.
Recommended (0)
Thank you so much for sharing this work, it is essential students understand the criteria for success, and by deciding themselves and discussing together what the criteria should be there is transparency in the assignment requirements. I will be able to share your work with teachers I mentor and coach. Thanks again! Happy New Year.
Recommended (0)
Rubrics are essential because they show what students must accomplish, the degree of completeness needed to earn the associate credits. You do good work, you get good grade, poor work, poor grade. it also shows the various parts of the project and assigns weights to them.
Recommended (0)
I'd like to apply some concepts and the rubrics to my classroom. Is there access to the rubrics? Thank you.
Recommended (1)
I like how the student participated in their rubric guideline.
Recommended (0)

Transcripts

• Designing Rubrics Transcript

+++ 00:00:06 +++
Lauren Hobbs: We have one week until our project is due so we’re

Designing Rubrics Transcript

+++ 00:00:06 +++
Lauren Hobbs: We have one week until our project is due so we’re going to do what’s called a mid-project rubric review.
Lauren Hobbs: When I design my rubrics I think about what I want their final project to look like first.
Lauren Hobbs: So what you’re going to do with this is you’re going to look at it. And it says calculations. I’m going to write in there what I think if I were to get full credit, what would that look like?

+++ 00:00:33 +++
Lauren Hobbs: I make a list of everything that I want in their final project and everything I want to be included. And then I think about how much each part needs to be weighted.
Lauren Hobbs: If you’re doing the architecture project, preliminary sketch of model, what all would you have to have to get all ten points.
Student: A sketch of the drawing all ready done.
Lauren Hobbs: Mm-hm. What should be on your sketch?
Student: The scale.
Student: The shapes that are provided.
Lauren Hobbs: Scale.
Student: All the shapes if you have any.
Lauren Hobbs: All the shapes you need to have. Good.

+++ 00:00:59 +++
Lauren Hobbs: The architecture project had students building many different 3D shapes. And they had to find the volume and surface area and then convert centimeters to feet. The soccer ball had students finding surface area and then volume. And then they had to compare it to the actual size of a real soccer ball. The song or poem had students analyzing different geometric topics and then making sure they understand all of the geometric vocabulary.
Lauren Hobbs: The complexity you need to write on his. You need to go through each aspect and write on his for peer review. So you might want to switch computers so you can look at your fractals.

+++ 00:01:34 +++
Student: Neither of us have done the writing assignment. So what will we put there?
Lauren Hobbs: Maybe look through the writing assignment, give each other some tips.
Lauren Hobbs: On these particular projects I really wanted a writing assignment included in each one. and so I made sure on each project the writing assignment was weighted equally and then just kind of went from there.
Lauren Hobbs: We only have about three more days to work on this in class. So anything you want to talk about with your group you need to talk about now because the rest of this is going to be individual. Okay. Wrap it up. You’ve got about five minutes.

Lauren Hobbs

TCH Special

Student Centered Civic Discussion & Deliberation

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

The Importance of High Quality Discussions

Grades 6-12, All Subjects, Civic Engagement

Teaching Practice

Three Ways to Encourage Student Collaboration

All Grades / All Subjects / Collaboration

TCHERS' VOICE

Engagement

TCHERS' VOICE

Coaching

TCHERS' VOICE

Engagement

TCHERS' VOICE

5 Reasons Why the QFT Can Support Your Professional Learning Work

Professional Learning