David W. Dillard AVCTC

Objectives

• Overview of the need for student assessments

• Define Student Assessments & parts of a rubric

• Samples of rubrics• Develop a rubric for a lesson or

project• Websites to build rubrics

Definition

A rubric is a scoring A rubric is a scoring tool that lists the tool that lists the criteria for a piece criteria for a piece of work, or “what of work, or “what counts.”counts.”

Heidi Goodrich Andrade, Understanding Rubrics, Educational Leadership, 54(4), 1997.

MSIP 3rd Cycle Curriculum

• Curriculum must contain: “instructional strategies (activities) and specific assessments (including performance-based assessments) for a majority of the learner objectives”

• Formative Assessments: serve the3 role of providing feedback to teachers to help modify and improve teaching and learning

• Summative Assessments: serve the role of measuring the degree the completion of a set of learning activities

Key Points I

• It should not be a mystery to your students, include the scoring guide with the assignment

• They hold the student accountable, they know what the teacher expects, no surprises

• You can have the students assist in the development of the scoring guide, often they will make it harder than the teacher would

• Student collaboration/student scoring or even self scoring of projects is encouraged

Key Points II

• Provide students with examples of quality and non-quality work

• A good scoring guide can be applied to a variety of tasks

• Allow teacher and student to understand what is going on

• They are always a work in progress

• Once developed, they should lighten the grading process!!

Parts of a rubric

Top matter/Bottom matter• Name, class, teacher, assignment

Criteria• What are the specific areas that are going

to be gradedQuality

• How well is each criteria developed• A numeric score• A verbal reasoning for the scoring

Criteria

• The criteria is a list of the major components of what counts in a quality project or piece of work.

• This could be:– The objectives you want to cover– The steps in a process– The measures of what is “good” work

• The list depends on what you expect

Criteria Continued

• Organize and clarify • Consistency • Define excellence and show students how

to achieve it.• Help teachers or other raters be accurate,

unbiased and consistent in scoring.• Allow teachers to evaluate student work.• Technical jargon can be in the scoring

guide, but it needs to be explained somewhere

Criteria Continued• The development of the criteria or

objectives takes time• A good list can be used for several

different projects• Many of the items are common to any task

– Follows directions– Turned in on time– Neatness– Worked collaboratively

• A good way to add objectives is to look at other rubrics (the web)

Quality

• The scale can be points0 to 3, 0 to 5, 1 to 3 or some other system

• The scale can be pass fail (meets or does not meet requirements)

• The scale can be checks or statements that lead to the development of “better” work

• The scale is used to rate the work or allow for improvement

• A good guide can be scored the same by different scores

Quality II• Each point on the scale needs to be well

defined• Long scales make it hard for reliability of

scoring• Boxes should not be multi-point ranged (too

subjective)• Standards of excellence for specified

performance levels accompanied by models or examples of each level

• A good way to find quality-quality statements is to look at other rubrics (the web)

Sample Quality 1

• Research & Gather Information1. Does not collect any information that relates

to the topic.2. Collects very little information--some relates

to the topic.3. Collects some basic information--most

relates to the topic.4. Collects a great deal of information--all

relates to the topic

Sample Quality 2

Share Equally1. Always relys on others to do the work.2. Rarely does the assigned work--often needs

reminding.3. Usually does the assigned work--rarely

needs reminding.4. Always does the assigned work without

having to be reminded.

Sample Quality 3

• Research1. Research was sometimes accurate but not

relevant2. Research was sometimes accurate and

relevant.3. Research was mostly accurate, and 

relevant.4. Research was accurate, and relevant.

Developing a RUBRIC

http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html

http://www.rainbowtech.org/CyberLib/assess.htm

http://school.discovery.com/schrockguide/assess.html

http://www.teach-nology.com/web_tools/rubrics/

http://rubistar.4teachers.org/index.php

http://www.techtrekers.com/rubrics.html

http://landmark-project.com/classweb/tools/rubric_builder.php