CREATING RUBRICS

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CREATING RUBRICS

• Technology Based Instruction (TBI) Training
  for Technology Specialists in Florence District
  One
• Nancy C. Townsend

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ESSENTIAL TERMSAlternative Assessment

• Methods of assessing student knowledge
• other than traditional pencil and paper
• tests.

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ESSENTIAL TERMSPerformance-based Assessment

• Methods of assessing student knowledge
• which ask the student(s) to perform a task
• incorporating the knowledge and skill(s) to
• be demonstrated.
• Important note the task performance should
  include ALL the skill(s) to be evaluated.

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ESSENTIAL TERMSRubric

• A set of guidelines for evaluating
• student work or products by measuring the
• quality of what the student actually
• accomplished against specific criteria pre-
• determined for each level of performance.

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COMMON FEATURES OF ALL RUBRICS

• Focus on measuring a stated objective or
• standard of performance, behavior or
• quality
• Use a range to rate performance with an
• equal distance between ratings (2, 4, 6 NOT 1,
  2, 5)

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COMMON FEATURES OF ALL RUBRICS

• Contain specific performance characteristics
• arranged in levels (criteria) indicating the
• degree to which a standard has been met
• (indicator).
• Edited and refined with use over time.

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THREE AREAS RUBRICS MEASURE

• Rubrics can measure three areas
• student skills (performance)
• comprehension and/or application of knowledge
  (content learning)
• utilization of process (methods/process)

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TWO BASIC TYPES OF RUBRICS

• HOLISTIC RUBRICS
• ANALYTICAL RUBRICS

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HOLISTIC RUBRICS

• Provide only one general descriptor
• for the performance as a whole at
• each level from the highest quality to
• cut off score.

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HOLISTIC RUBRICS AND NUMERICAL GRADES

• Because of their overall, general nature,
• HOLISTIC rubrics should NOT be converted
• to numerical grades.

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STEPS IN CREATING BOTH TYPES OF RUBRICS

• 1. Identify the standard(s) of performance,
  behavior,
• and/or quality the rubric will be designed to
• measure.

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STEPS IN CREATING BOTH TYPES OF RUBRICS

• 2. Decide if the standard(s) to be assessed will
  
• demonstrate student performance, content
• learning, or methods/process or a combination of
• these three areas.

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STEPS IN CREATING BOTH TYPES OF RUBRICS

• 3. Decide whether a holistic or analytical
  rubric will
• best assess student accomplishment.

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CREATING HOLISTIC RUBRICS

• 4. Define the highest quality overall
  performance
• Include specific performance characteristics
• arranged in levels (criteria) and specific
• examples which suggest the degree to which the
• criteria have been met (indicators).

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CREATING HOLISTIC RUBRICS

• Be sure to include aspects of all applicable
  areas mentioned earlier performance
• content knowledge,
• methods/process
• in the description.

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CREATING HOLISTIC RUBRICS

• 5. Define the cut off overall performance
• (the lowest level of success)
• Include specific performance characteristics
• arranged in levels (criteria) and specific
• examples which suggest the degree to which the
• criteria have been met (indicators).

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CREATING HOLISTIC RUBRICS

• Remember that a 0 score is usually reserved for
  special conditions (off topic, no response, etc.)

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CREATING HOLISTIC RUBRICS

• 6. Define all the interim levels of quality for
  overall performances
• Include specific performance characteristics
• arranged in levels (criteria) and specific
• examples which suggest the degree to
• which the criteria have been met (indicators).

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CREATING HOLISTIC RUBRICS

• 7. Include blank lines for instructors
• comments.

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CREATING HOLISTIC RUBRICS

• 8. Refine edit holistic rubric with use over
• time.

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ANALYTICAL RUBRICS

• Provide multiple ratings within one
• rubric to evaluate each independent
• dimension of performance

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ANALYTICAL RUBRICS AND NUMERICAL GRADES

• Because of their specific and more
• detailed nature, ANALYTICAL rubrics are
• better suited for conversion to numerical
• grades.

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STEPS IN CREATING BOTH TYPES OF RUBRICS

• 1. Identify the standard(s) of performance,
  behavior,
• and/or quality the rubric will be designed to
• measure.
• SC Curriculum Standards

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STEPS IN CREATING BOTH TYPES OF RUBRICS

• 2. Decide if the standard(s) to be assessed will
  
• demonstrate
• student performance
• content learning
• methods/process
• or a combination of these three areas.

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STEPS IN CREATING BOTH TYPES OF RUBRICS

• 3. Decide whether a holistic or analytical
  rubric will
• best assess student accomplishment.

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CREATING ANALYTICAL RUBRICS

• 4. List performance standards on the vertical
• side of a matrix.

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CREATING ANALYTICAL RUBRICS

• 5. Identify the levels of quality performance
• and label them on the horizontal side of a
• matrix.
• (Exemplary, Accomplished, etc.)

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CREATING ANALYTICAL RUBRICS

• 6. For each area (performance, content
• learning, and/or methods/process)
• chosen, identify distinct sub-tasks which
• provide evidence of student
• accomplishment.

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CREATING ANALYTICAL RUBRICS

• 7. For each sub-task, identify criteria and
• indicators at each level of quality
• performance.

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CREATING ANALYTICAL RUBRICS

• 8. Determine IF and HOW the analytical rubric
• will translate into a numerical grade and
• what proportion of the students overall
• grade this assessment will count.

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CREATING ANALYTICAL RUBRICS

• 9. Include blank lines for instructors
• comments.

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CREATING ANALYTICAL RUBRICS

• 10. Refine edit analytical rubric with use
  over time.

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SPECIAL CONCERNS FOR TECHNOLOGY RUBRICS

• Is the exact same software (program and
• version) loaded onto each computer
• station?
• (e.g., Power Point 3.0)

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SPECIAL CONCERNS FOR TECHNOLOGY RUBRICS

• Is the software configured the same way on
• each computer station?
• (e.g., are the same fonts loaded on each
  machine?)

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SPECIAL CONCERNS FOR TECHNOLOGY RUBRICS

• What provision(s) and/or accommodations
• will you make for unintentional loss of
• completed work?
• (completed disk dropped and damaged work
  inadvertently saved to hard drive and deleted by
  another student, etc.)

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SPECIAL CONCERNS FOR TECHNOLOGY RUBRICS

• What provisions and/or accommodations
• will you make for the following
• gt physically challenged students?
• gt learning challenged students?
• gt Randy and/or Rita Rascal who have lost computer
  privileges?
• gt the students who do not have a signed AUP on
  file for Internet use ? (for Internet project)

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SPECIAL CONCERNS FOR TECHNOLOGY RUBRICS

• What provisions and/or accommodations
• will you make for the failure of equipment
• and/or Internet connection?

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SPECIAL CONCERNS FOR TECHNOLOGY RUBRICS

• What provisions and/or accommodations
• will you make for students who have
• access to technology at home and may
• finish tasks earlier than students without
• home access?

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SPECIAL CONCERNS FOR TECHNOLOGY RUBRICS

• What provisions and/or accommodations
• will you make for differing student levels of
• prior experience with technology?

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CREATING RUBRICS

• Technology Based Instruction (TBI) Training
  for Technology Specialists in Florence District
  One
• Nancy C. Townsend