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How to Develop a Rubric

Jason Peake

A rubric is a set of rules that. . .

Shows levels of quality.


Communicates standards. Tells students expectations for task. Are NOT checklists (yes or no answers).

Parts of a Rubric

Dimensions, referred to as criteria, encompass the knowledge, skills, and understanding to be assessed. Indicators specify the evidence used to judge the degree to which the dimension is mastered. Rating Scales discriminate among the various levels of performance.

Steps in Rubric Development


Determine learning outcomes. Each rubric item should focus on a different skill. Evaluate only measurable criteria. Ideally, the entire rubric should fit on one sheet of paper. Reevaluate the rubric. (Did it work?)

Advantages of Using a Rubric


Lowers students anxiety about what is expected of them. Provides specific feedback about the quality of their work. Provides a way to communicate expectations and progress. Ensures all student work is judged by the same standard. Disengages the halo effect and its reverse. Leads students toward quality work.

Two Types of Rubrics

Holistic

Analytic

Holistic Rubric
Definition: One score or rating for the entire product or performance.

When to Use:
For a quick snapshot of overall status or achievement When the skill or product to be assessed is simple; when it has only a single dimension. Disadvantages: Two students can get the same score for vastly different reasons Not as good for identifying strengths and weaknesses and planning instruction Not as useful for students to use.

Steps in Development
After

you write your first paragraph of the highest level, circle the words in that paragraph that can vary.
words will be the ones that you will change as you write the less than top level performances.

These

Template for Holistic Rubrics


Score
5 4 3 2 1 0

Description
Demonstrates complete understanding of the problem. All requirements of task are included in response. Demonstrates considerable understanding of the problem. All requirements of task are included. Demonstrates partial understanding of the problem. Most requirements of task are included. Demonstrates little understanding of the problem. Many requirements of task are missing. Demonstrates no understanding of the problem No response/task not attempted

Analytical Rubric
Definition: Several scores or ratings for a product or performance. Each score represents an important dimension or trait of the performance or product. When to Use: Planning instruction show relative strengths and weaknesses. Teaching students the nature of a quality product or performance they need the details. Detailed feedback to students or parents. For complicated skills, products, or performances, for which several dimensions need to be clear. Disadvantages: Scoring is slower. Takes longer to learn.

Template for Analytic Rubrics


Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score

Criteria #1

Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance Description reflecting movement toward mastery level of performance Description reflecting movement toward mastery level of performance Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance

Criteria #2
Criteria #3 Criteria #4

Description reflecting beginning level of performance

Description reflecting highest level of performance

Description reflecting beginning level of performance

Description reflecting highest level of performance

Description reflecting beginning level of performance

Description reflecting highest level of performance

Basic Template
Scale
Criteria Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Workshop Participants Enthusiasm Rubric


(16 points)

Exemplary
Bright, lit up Eyes not blinking Focused on teacher Wheels in high gear

Acceptable
Bright, lit up Eyes sometimes focused on teacher Wheels in relaxed motion

Needs Work
Eyes glazed over and bloodshot

Retire
Eyes closed; Drooping Wheel isnt invented

Facial Expression Thought Process Movement Oral Participation

Wheels are rusty and slow Sluggish an occasional itch Occasional grunts

Quick, alert motions

Casual motions

Coma

Drooling No sound

Non-stop on task talking

Talks when needed or told

Remember:

Adapt your rubric to the task at hand.


Apply the scoring system that best suits you. Start small (keep adding and changing when
necessary)

Students should receive the assignment and rubric at the same time.

SOME THOUGHTS

Determine appropriate and acceptable evidence of learning? Match the assessment method with the task Show students models for what we are asking to do Give descriptive feedback about student performance Dont over-rely on just one mode of assessment such as formal unseen examinations Use a variety of assessments

Assessment should always have more to do with helping students grow than with cataloging their mistakes. Carol Tomlinson

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