RUBRICSFOR

EVALUATION

Presented by:Joshua M. Repomanta

2009-41279B Secondary Education

RUBRICS FOR EVALUATION

Rubrics: Structures and Functions

Using Rubricsfor Educational Purposes

Online Resources

for Rubrics

Creating Rubrics

TOPIC OUTLINE

RUBRICS:STRUCTURES AND

FUNCTIONS

“Rubrics are performance-based assessments that evaluate student performance on any given task or set of tasks that ultimately leads to a final product, or learning outcome.” (Why Use Rubrics, 2011)

Rubrics: DEFINITION

RUBRICS:STRUCTURES AND

FUNCTIONS

Structural Components:

Parts

CRITERIA

SCALE

DESCRIPTORS

Dimensions of product being evaluated

Possible points for varying degrees of mastery or quality

Assess each of the dimensions corresponding to each scale

RUBRICS:STRUCTURES AND

FUNCTIONS

Types of Rubrics/Types of Scales

Structural Components

ANALYTICAL HOLISTIC

List the criteria on a grid.

Shows the level of proficiency at the top.

Each criterion tells the focus of assessment.

List the expectations.

Rate different levels of proficiency.

Produces a single rating (over-all ranking).

RUBRICS:STRUCTURES AND

FUNCTIONS

Focus on the strengths and weaknesses of student work and help direct student growth

Act as a critique Self-evaluation Less threatening to students and can be

used as a peer evaluation

Functions

DEVELOPMENTAL

RUBRICS:STRUCTURES AND

FUNCTIONS

Focus on evaluating student products and performances

Give a quantitative measure These rubrics have a scored rating scale,

which can be converted into a grade

Functions

SUMMATIVE

USING RUBRICS FOR

EDUCATIONAL PURPOSES

Roles of Rubrics in Teaching and

LearningStudent’s Self Evaluation

Peer Evaluation

Teacher Assessment

Guided or Standard Rating

Performance-based Assessment

USING RUBRICS FOR

EDUCATIONAL PURPOSES

Roles of Rubricsin Assessment

Assessment is a process of information gathering about the

characteristics of learners

through tests or tasks.

Teachers can evaluate or assess student performance or proficiency in any given task

Provide valuable information about the degree to which a student has achieved a defined learning outcome

USING RUBRICS FOR

EDUCATIONAL PURPOSES

Performance-based

Assessment

At times, performance-

based assessment has

been used interchangeably with "authentic assessment"

and "alternative assessment."”

Performance-based tasks require performance-based assessments in which the actual student performance is assessed through a product, such as a completed project or work that demonstrates levels of task achievement.

CREATING RUBRICS

Technical Requirements

of Rubrics

Continuity of Descriptors Parallel Descriptors

Coherent Criteria Focused Criteria

Reliable

Satisfied Features

CREATINGRUBRICS Features of Rubrics

Focus on measuring a stated objective (performance, behavior or quality)

Use a range to rate performance Contain specific performance

characteristics arranged in levels indicating the degree to which a standard has been met

Reflect the most significant elements related to success in a learning task.

Enable students and teachers to accurately and consistently identify the level of competency or stage of development.

Help teachers grade students' work more accurately and fairly.

CREATINGRUBRICS

Characteristicsof Effective Rubrics

Encourage students' self-evaluation and higher expectations.

Are shared with students prior to beginning the task so they know the characteristics of quality work.

Provide more information than just a narrow checklist of skills and attributes.

CREATINGRUBRICS

Characteristicsof Effective Rubrics

CREATINGRUBRICS

General Tipson Creating Rubrics

Determine desired learning outcomes

or educational objectives.

Ask for self and peer-assessment.

Revise the work based on that

feedback

List the criteria to be used in the rubric and allow for discussion of what counts as quality

work.

Practice on models. Students can test the

rubrics on sample assignments

provided by the instructor.

Use teacher assessment, which

means using the same rubric the students used

to assess their work.

Articulate gradations of

quality.

ONLINE RESOURCES

FOR RUBRICSOnline Rubrics Maker

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

rubistar.4teachers.org/index.php?screen=NewRubric

http://itmc.cesa5.k12.wi.us/stairs_site/workshop_pages/rubric_generators/rubric_generators.html

ONLINE RESOURCES

FOR RUBRICSEvaluating Rubrics

References Andrade, H. G. (2001). The Effects of Instructional Rubrics on

Learning to Write. Current Issues in Education , 4-21. Coil, Carolyn and Merritt, Dodie. Solving the Assessment Puzzle

Piece by Piece, Marion, IL, Pieces of Learning, 2001. (Merritt, 2011)

Hayden, K. (2011, January 31). Rubrics in the Classroom. Retrieved January 31, 2011, from Admax Network: G:\educ 190\rubrics for evaluation\rubrics-in-the-classroom-a31022.htm

Merritt, C. C. (2011). Solving the Assessment Puzzle Piece by Piece. Illinois: Pieces of Learning.

Rubrics (academic). (2011, January 23). Retrieved January 31, 2011, from Wikipedia The Free Encyclopedia: http://wikipedia.org/en/rubrics(academic)

Why Use Rubrics. (2011, January 30). Retrieved January 31, 2011, from Teachnology: file:///G:/educ%20190/rubrics%20for%20evaluation/Why%20Rubrics.htm