Rubrics

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Rubrics

• Why and How

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Rubrics are guidelines for evaluating and scoring
work.
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• Rubrics can help you
• Grade objectively and consistently
• Clarify your instructional goals
• Improve student performance

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Generic rubrics can be found on websites and in
books, but why wear one-size-fits-all when you
can have tailor-made?
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Rubrics can take different forms, including
checklists and tables.I prefer tables.
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Odd or even?
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With odd-numbered rubrics, scores gravitate to
the middle (i.e. 3 in a 5 point
rubric). Even-numbered rubrics encourage
thoughtful choice. I prefer even.
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How many points?
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Enough to recognize quality, but not so many as
to blur distinctions. I prefer four.
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The quality of your rubric will depend on the
quality of your assignment.
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Assignment Analyze the philosophy of government
expressed in the Declaration of Independence,
discuss how the Magna Carta, English Bill of
Rights, and Mayflower Compact helped shape that
philosophy, and analyze the extent to which it
was reflected in, and implemented by, the
Articles of Confederation and the Constitution.
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Challenging? Yes, but not unfair -- provided you
make sure students

• understand what youre asking them to do
• are given the knowledge and tools to do it
• are evaluated accurately and consistently

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Heres how to do two of those things incorporate
the language of the assignment -- and the
Standards -- into a rubric.
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Use the language of the assignment to establish
your Evaluation Criteria
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Assignment Analyze the philosophy of government
expressed in the Declaration of Independence
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discuss how the Magna Carta, English Bill of
Rights, and Mayflower Compact helped shape that
philosophy,
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Incorporate other elements of the assignment --
such as quality of research, organization,
grammar -- into your Evaluation Criteria.
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What do the points mean?
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Use your expectations as a yardstick and set
them high.
1 Far Below Expectations 2 Approaches
Expectations 3 Meets Expectations 4 Exceeds
Expectations
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How do you definelevels of achievement?
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Begin at level 3 (Meets Expectations), and
clearly define what you expect students to
accomplish.
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Then modify your definitions for the other levels
of achievement by adding to or subtracting from,
as appropriate, the standards you established for
level 3.
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Are all areas of evaluationequally important?
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Should uses correct punctuation and
capitalization have the same weight as exhibits
historical accuracy? Are demonstrates effective
research and exhibits appealing style equally
important? If not, then you need to weight the
performance areas of your rubric.
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Weighting performance levels step one A student
who Exceeds Expectations in every evaluation
category will score 100 of the total possible
points. A student who is Far Below
Expectations in every evaluation category will
score 25 of the total possible points.
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25 50 75 100
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Weighting performance levels step two Consider
the relative significance of each evaluation
criterion, then assign each box in the Far
Below Expectations column a point value
reflecting your thinking, with the total for the
column being 25.
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Total points 25
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Then multiply out each column by its assigned
value (2, 3, or 4)
Total points 25 50
75 100
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• You now have a rubric that
• Lets students know what you expect
• Simplifies evaluation of student work
• Reflects the varied values of tasks
• Converts easily into percentages

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You can use rubrics for all kinds of assignments
and activities
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Consider letting students design the rubric
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youll be surprised by the results

• students tend to be more demanding of themselves
• youll probably get fewer arguments about grades

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• Remember our job as teachers is to create
  opportunities for students to learn at -- and
  perform to -- the highest possible level

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Rubrics can help us do that by

• clearly articulating our expectations to students
• helping us grade their efforts fairly