Activity 9.2

Step 4: Discussing Rating Rubrics

Learners with little experience with argumentation will often assume that all evidence is equal—or not know how to weigh the differences. In this step, we will discuss two rubrics from the Mysterious Malady project that would be used with the Showing Evidence Tool: one to rate the quality of the evidence and the other to rate the strength of the evidence that supports the claim. Your classroom discussion about rating and evaluating evidence would be somewhat different from this particular classroom, depending upon your subject matter and the grade level of your learners. Using the example rubrics on the following pages, consider how you might set up the idea of creating rating qualifiers with your own learners. 

For context, review the project summary and Curriculum-Framing Questions for the Mysterious Malady project, and then discuss how these rubrics could be used to help the learners during this unit as they evaluate the evidence. 

1. In a small group, discuss the qualifiers and criteria for the Quality of Evidence rubric that would be used for this Mysterious Malady project to evaluate evidence quality.

2. How would the discussion and use of this rubric in the classroom help learner to better rate and evaluate evidence?

3. Consider the types of elements you would want to include for your own subject area, considering source, accuracy, and specific content.

In the previous example, a one-check rating is clearly not acceptable evidence. The teacher may tell her learners that if the evidence is rated a one-check, it should not be included as evidence—or it could be included in the evidence bin since it was considered but not attached to the claim. However, you may decide to make the one-check rating the lowest acceptable quality of evidence, rather than unacceptable evidence. 

For this following Evaluation of the Evidence Strength rubric rating, consider for the moment that the evidence is true and reliable. How well does it support or oppose the claim assuming that the evidence is true? Review the following qualifiers and criteria that would be used for the Mysterious Malady unit to evaluate the strength of the evidence in supporting or opposing the claim.

1. How would the discussion and use of this rubric in the classroom help learners build a better argument? What kinds of discussions would you need to have with your learners about evidence that opposes their claim?

2. Consider any other criteria and descriptors you would want to include for your own subject area.

Next: Proceed to Step 5 of Activity 9.2