Chapter+7

Learning target(s) this selection addresses:
 * Title of Selection: Process for Developing Rubrics
 * Select, revise, or develop high-quality performance tasks.
 * Select, revise, or develop high-quality rubrics.
 * Use performance assessment formatively, as teaching tools.
 * Structure performance assessments so that students can use the results to self-assess and set goals for further learning. ||

Chapter 7 was very informative and I learned new information while reviewing previous learned information. I found that the “Process for Developing Rubrics” was very helpful and I feel that I will be able to sue this in my classroom next year. Chapter 7 goes into depth about what should take place during each stage and how they should be set-up. The six steps are: When all of these steps are used as stated, educators will be able to create successful rubrics that will help in assessing student work. **__ Steps in Rubric Development __** Step 1: Establish a knowledge base- Educators should know what the end product should look like.
 * What this selection illustrates about my learning/why I chose this selection:**
 * Establish a knowledge base
 * Gather samples of student performances or products
 * Sort student work by level of quality
 * Cluster the descriptors into traits
 * Identify samples that illustrate each level
 * Test the rubric and revise as needed

Step 2: Gather samples of student performance and products- Educators should gather different “levels” of work from different students.

Step 3: Sort student work by level of quality- Separate student work samples by strong, medium, and weak.

Step 4: Cluster the descriptions into parts- Group the traits.

Step 5: Identify samples that illustrate each level- Make a definite category for characteristics for strong, medium, and weak work.

Step 6: Test the rubric and revise as needed- Use the rubric when assessing student work. Revise later if needed.