The educator designs rubrics with clear criteria aligned to appropriate standards, competencies, or learning targets to communicate expectations for student performance at each level. The educator uses rubrics in ways that provide consistent, timely, and appropriate feedback to encourage students to set learning goals and reflect on personal growth.
The Basic Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications.
You will draft three original rubrics based on college and career ready (CCR) standards (Common Core, Next Gen, C3, etc.). They will be based on the standard or competency such that, in any project that assesses that standard or competency, your rubric will be appropriate. In other words, they cannot refer to a specific assignment or product. Then you will choose at least one of the rubrics and use it within a curriculum-embedded performance assessment. (Be sure to choose standards that fit into the curriculum sequence.)
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Got it” for Part 2.
What has been your history with rubrics prior to choosing to submit this micro-credential?
What are your thoughts about writing a rubric that provides criteria for a standard or competency without referring to a specific assessment or assignment?
Describe your approach to creating the “exceeds” columns of your rubrics.
How did you decide what “proficiency” would look like?
To earn the micro-credential for Competency-based Rubric Design, the educator must submit the following:
1,000-word limit OR record a five to ten minute video or audio
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