Introduction and

Development

RUBRICS

Authentic Assessment – used to measure student work

Scoring guide evaluates student’s performance on full range of criteria rather than simple number score

Working guide for students and teachers – handed out before the assignment is completed – gets students to think about the criteria on which the work will be judged

Definitions – Qualities

Simulates real life activity where students are engaged in solving real life problems

Formative assessment because it becomes part of the teaching and learning process

Empowers students to become more focused and self-directed.

Definitions – Qualities -2

1. Focuses on measuring a stated objective (performance, behavior, or quality) – Dimension

2. Uses a range to rate performance – Benchmark (number)

3. Contains a specific performance characteristic arranged in levels indicating the degree to which a standard has been met - Descriptor

Three Common Features

Rubrics improve student performance by showing students how work will be evaluated and what is expected

Rubrics help students become better judges of the quality of their own work

Rubrics allow assessment to be more objective and consistent

Rubrics force the teacher to clarify his/her criteria in specific terms

Rubrics reduce the amount of time teacher spend evaluating student work

Advantages of Rubrics

Rubrics promote student awareness about the criteria to use in assessing peer performance

Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction

Rubrics provide students with more information and feedback about their strengths and areas in need of improvement

Rubrics accommodate heterogeneous classes by offering a wide range of quality levels

Rubrics and easy to sue and easy to explain

Advantages of Rubrics - 2

Step 1 – Generate potential dimensions (areas to assess)This is what differentiates rubrics from traditional

holistic scoringMakes expectations clearer and feedback helpfulUse “if-then” process to determine dimensions

Step 2 – Select a reasonable number of benchmarks (areas to score)List all the dimensions you might want

to considerWeed the number (3-8)- formative/more –

summative/less

Creating Rubrics

Step 3 – Write the benchmark descriptors (areas to compare)Write superb example of each dimension first –

what is the optimum performance you can expect?

Then work your way backwardsFor elementary students,

consider 3-4 benchmarksConsider using an even number (WHY?)

Creating Rubrics - 2

Tables 1-3-5 – Dancing RaisinsTables 2-4-6 – Batteries/ BulbsAlternative – Do actual lesson

1. Generate Potential Dimensions2. Determine number of Benchmarks3. Check in with Dr. Zinner4. Write Descriptors5. Complete Template

Creating Actual Rubrics