This assignment supplements the development of an arts lesson plan. Student teachers will work in teams of two to develop a holistic and an analytic rubric for the same lesson plan. The debate and interaction needed to development both rubrics and show the difference between them will help these beginning teachers to realize the importance between the learning objectives in their lessons and how they will assess them. This assignment could be adapted for a 100% online course assignment.
Type of Task:
Two weeks (Class meets weekly for three hours.)
The topic of this assignment is rubric development. The site does a very effective job of addressing descriptors, levels of performance, analytic versus holistic rubrics,
and creating a rubric.
Curriculum Theory & Practice--Arts
College Upper Division,
This assignment is designed for elementary student teachers who are learning about performance assessment, especially in arts (dance, drama, music, and visual art) education. The student teachers have an understanding of lesson plan development and this assignment is going to help them link their performance objectives to an assessment.
Each student will read through the entire information on rubrics at the Authentic Assessment Toolbox site.
Following the procedures outlined in Step 4: Creating a Rubric, at this site, pairs of student teachers will construct a holistic and an analytic rubric for the same lesson plan.
Once complete, the student teacher pairs will present their two types of rubrics to groups of their peers and then engage in a class summary of the entire process.
Text of Learning Exercise:
The first part of this assignment is to thoroughly and thoughtfully read all the information on rubrics provided on the Authentic Assessment Toolbox site. Then this information can be discussed and more fully developed during class time. Student teachers' experiences with rubrics and rubric development is addressed. Student teachers will be put into teams of two. They will then select a previously completed arts lesson plan for developing their holistic and analytic rubrics. Examples of rubrics are available in our course packet for reference and there are examples at this online site. Student teachers will be shown two main online sites to help them with the development and self-assessment of their rubrics. The sites are the Authenitc Assessment Toolbox and The Rubric Bank, both found within MERLOT. This should help them prepare for sharing their two rubric examples with their classmates. During the presentations the student teachers are encouraged to ask, debate, question, consider, other possibilities. Which type of rubric--holistic or analytic--works best for certain expectations? Can the student teachers identify examples from their own rubrics that are clearly effective, consistent, and do provide valuable information to the learner and the teacher? The rubrics and lesson plan from each team of student teachers will be collected and reviewed by the instructor.