Rubrics for assessment

V.Smilkova

Components:
Formative and summative assessment
Factors Inhibiting Assessment
Designing rubrics
Types of rubrics
E-tools & software
(ForAllRubrics, Socrative, Edmodo,
Learnboost, Plickers)
Exit slips as assessment

Assessment
Assessment in education is the process
of gathering, interpreting, recording,
and using information about pupils
responses to an educational task.
Formative and summative assessment
are interconnected. They seldom stand
alone in construction or effect.
Formative Assessment=Assessment
for learning
Taken at varying intervals throughout a
course to provide information and
feedback that will help improve

FA
Provides information on what an
individual student needs
To practice
To have re-taught
To learn next

Summative Assessment
Assessment of learning
Generally taken by students at the end of
a unit or semester to demonstrate the
"sum" of what they have or have not
learned

FA vs. SA
FA
often means no more
than that the assessment is
carried out frequently and
is planned at the same
time as teaching.
provides feedback
which leads to students
recognizing the (learning)
gap and closing it it is
forward looking
includes both feedback
and self-monitoring.
is used essentially to
feed back into the teaching
and learning process.

SA
assessment (that) has
increasingly been used
to sum up learning
looks at past
achievements adds
procedures or tests to
existing work ...
involves only marking
and feedback grades to
student is separated
from teaching is
carried out at intervals
when achievement has
to be summarized and
reported.

Factors Inhibiting
Assessment

A tendency for teachers to assess quantity

and presentation of work rather than
quality of learning.
Greater attention given to marking and
grading, much of it tending to lower self
esteem of students, rather than providing
advice for improvement.
A strong emphasis on comparing students
with each other, which demoralizes the
less successful learners

Where would you place your

assessment practice on the
following continuum?
THE MAIN FOCUS IS ON:
QUANTITY OF WORK/PRESENTATION

MARKING/GRADING

COMPARING STUDENTS
PROGRESS

QUALITY OF LEARNING

ADVICE FOR

IMPROVEMENT

IDENTIFYING INDIVIDUAL

How Do We Assess?
Tests and quizzes that include
constructed-response items?
Reflective assessments (reflective
journals, think logs, peer response
groups, interviews)?
Culminating performance assessment
tasks and projects? (Project-based
Learning?)

WHY RUBRICS?
A rubric is one authentic assessment
tool which is designed to simulate
real life activity where students are
engaged in solving real-life problems.
A rubric is a formative type of
assessment because it becomes an
ongoing part of the whole teaching
and learning process.
When a rubric is well-defined,
learners know exactly what is
expected of them and how they can
achieve the top grade

WHAT ARE RUBRICS?

A rubric is a scoring guide that enables the
teacher to make reliable judgments about
student work and allows students to selfassess.
A Rubric
is based on a continuum of performance quality,
built upon a scale of different possible score points
to be assigned
provides key features of performance for each
level of scoring (descriptors) which signify the
degree to which the criteria have been met

How Do I Start?
Make a list of the things you want
students to accomplish as a result of
your instruction.
Decide what type of rubric you want
to use.

Types of Rubrics
Criterion-based Performance Lists
Holistic Rubrics
Analytic Trait Rubrics

Criterion-based Performance
List the criteria, elements, or traits
of a performance
May have point values assigned to
each item on the list
Do not contain a detailed
description of the performance
levels
May be judged using Yes or No

 You are a restaurant critic who

has been assigned the task of
evaluating your waitperson. With
a partner (or as a group) design a
checklist of qualities upon which
you would judge a waitpersons
performance.

Yes No
Promptly greets patron

Attentive to patrons needs

Respectful

Friendly

Delivers the food while still hot

Gets the order right

Calculates the check correctly

Holistic Rubric
Provides an overall impression of a
students work
Yields a single score for a product or
performance
Is well-suited to judging simple products
or performances
Does not provide a detailed analysis of
the strengths and weaknesses

HOLISTIC RUBRIC
3
The waitperson greets patrons promptly, and is courteous
and friendly, but not overly so. He/she takes the order
accurately and serves the food while it is still hot. He/she is
attentive to the patrons needs and calculates the bill
correctly.
2
The waitperson is not quite as prompt or courteous. He/she
may be unfriendly or overly so. He/she may forget minor
parts of the patrons order or serve the food slightly cool.
He/she neglects the patrons or miscalculates the bill.

1
The waitperson is not prompt. He/she is rude or
unconcerned with patrons needs. He/she gets the order
wrong or makes the patrons wait . Many mistakes are made
in the bill.

Analytic-Trait Rubric
Divides the product or performance into
distinct traits and judges each separately
Is better suited to judging complex
performances involving several
dimensions
Provide more specific information or
feedback
Helps students better understand what
quality of work is expected.
Is more time-consuming to learn and
apply

Analytic-Trait Rubric
Greeting
10%

Attentiveness
15%

Service
60%

Billing
15%

The waitperson The waitperson

greets patrons is attentive to
promptly.
patrons needs.

The waitperson
takes the order
accurately and
serves food
promptly.

The
waitperson
calculates
the bill
accurately.

The waitperson
lets patrons sit
for a few
minutes before
greeting.

The waitperson
is somewhat
attentive to
patrons needs.

The waitperson
makes a minor
mistake in the
order or does
not serve food
promptly.

The
waitperson
makes a
minor
mistake in
the bill.

The waitperson
lets patrons sit
for several
minutes before
greeting them.

The waitperson
totally ignores
the needs and
requests of
patrons.

The waitperson
gets the order
wrong or
serves the food
cold or both.

The
waitperson
completely
miscalculate
s the bill.

Rubric outline
Gradation:
excellent-poor

Categories
important to the
teacher/class

Performa Performa Performa

nce Level nce Level nce Level
3
2
1
Dimensio
n1
Dimensio
n2
Dimensio
n 3 Points
Weighted

3 pts:
describe

2 pts

1 pt

4 pts

2.5 pts

1 pt

3 pts

2 pts

1 pt
Dimensions ARE also
called criteria

How do Students Perceive Rubrics?

Investigate how students perceive grading rubrics!
Students are to report whether they:

Help them determine teachers expectations

To plan an approach to assignment
Check/revise work before handing in
Help reflect on their learning-see strengths/weaknesses
clearly

Perceived results of rubric use

Better, fairer grades
Improvements in quality across classes
Less anxiety
Dr. Mary Blackinton, 0119-08

E-tools & software

ForAllRubrics
Socrative
Edmodo
LearnBoost
Plickers

FORALLRUBRICS

SOCRATIVE

RESULTS

EDMODO

LEARNBOOST

EXIT SLIPS
The Exit-Slip strategy requires students to
write responses to questions you pose at
the end of class.
Exit Slips help students reflect on what they
have learned and express what or how they
are thinking about the new information
THREE CATEGORIES:
Prompts that document learning,
Ex. Write one thing you learned today.
Ex. Discuss how today's lesson could be
used in the real world.

EXIT SLIPS
Prompts that emphasize the process of learning,
Ex. I didn't understand
Ex. Write one question you have about today's lesson.
Prompts to evaluate the effectiveness of instruction
Ex. Did you enjoy working in small groups today?
Other exit prompts include:
I would like to learn more about
Please explain more about
The most important thing I learned today is
The thing that surprised me the most today was
I wish

BENEFITS OF EXIT SLIPS

Exit Slips are great because they take just a few minutes
and provide you with an informal measure of how well your
students have understood a topic or lesson.
Create and use the strategy
At the end of your lesson, ask students to respond to a prompt you
pose to the class.
You may state the prompt orally to your students or project it
visually on an overhead OR blackboard.
You may want to distribute 3X5 cards for students to write their
responses on or allow students to write on loose-leaf paper.
As students leave your room they should turn in their exit slips.
Review the exit slips to determine how you may need to alter your
instruction to better meet the needs of all your students.
Collect the exit slips as a part of an assessment portfolio for each
student.

OR TRY PLICKERS!!!

STUDENTS WITH PLICKERS CARDS

TEACHER WITH PLICKERS APP

THANKS!!!!!@@@