Rubrics

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Rubrics

• A Tool for Learning

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What is a rubric?

• A scoring guide that focuses on measuring a goal,
  standard, or benchmark (performance, behavior, or
  quality).
• It lists criteria and a continuum of quality for
  each criteria.
• It communicates what is expected in completing a
  task or producing a product?

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Why use rubrics?

• To clarify instructional goals and serve as
  teaching targets
• To help define quality
• To explain expectations for students and parents.
• To help students judge the quality of their own
  work
• To make scoring more clear, consistent and
  equitable
• To save teachers time

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Kinds of Rubrics

• Check List
• Performance List
• Holistic Rubric
• Analytical Trait Rubric

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Checklist

• List the components that must be present
• Can be used to judge whether a
• component is present or absent
• Are simple to use
• Can not judge the quality of performance

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Checklist for a friendly letter

• ___Date, flush left at top
• ___Address
• ___Greeting
• ___Body
• ___Salutation
• ___Signature

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Performance List

• Provide a practical means of judging student
  performance based upon identified criteria
• Assign to various elements in order to weight
  certain elements over others
• Do not provide detailed descriptions of
  performance levels

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Performance ListProject On Figurative Language
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Holistic Rubric

• Provide an overall impression of a students work
• Yield a single score or rating for a product or
  performance
• Judge simple products or performances such as a
  constructed response
• Are appropriate for summative and/or large-scale
  assessment
• Do not provide a detailed analysis of strengths
  and weaknesses of a product or performance
• Are not effective at providing specific feedback
  to students

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Holistic Rubric

• Score Point 4
• The response is clear, focused, and developed for
  the purpose specified in the prompt.
• Relevant details and/or anecdotes and word choice
  support and enrich the central idea, topic, or
  story line.
• Any errors in language usage, spelling, and
  mechanics, if present, do not impede meaning.
• Score Point 3
• The response is clear and focused. Ideas are
  related to the purpose specified in the prompt
  but may be sketchy or overly general.
• Relevant details and/or anecdotes and word
  choice support the topic, theme, or story line
  but may be limited.
• Any errors in language usage, spelling, and
  mechanics, if present, do not impede meaning.
  One or more mechanics or grammar errors are
  present.

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• Score Point 2
• The response does not maintain focus or
  organization throughout.
• Ideas are minimally related to the purpose
  specified in the prompt the reader must make
  inferences based on sketchy details and
  inaccurate or nonspecific word choice.
• There may be some serious errors in language
  usage, spelling, or mechanics.
• Score Point 1
• The response tends to be unfocused and
  disorganized there may be severe problems with
  fluency and/or consistency.
• Ideas may not be related to the purpose specified
  in the prompt. Details and/or anecdotes may be
  irrelevant or too insufficient for the reader to
  construct meaning. Word choices may not support
  the topic, theme, or story line or may be
  repetitive or inaccurate.
• Errors in language usage, spelling, or mechanics
  may be
• severe.

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Analytical Trait Rubric

• Divide the product or performance into essential
  traits
• so they can be judged separately
• Are better suited to judge complex performances
  Provide more specific feedback to students and
  parents
• Help students to better understand the nature of
  quality
• work.
• Can be used to target particular areas of
  instruction
• Are more time consuming to learn and apply
• Are more likely to yield lower agreement among
  raters

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Analytical Trait Rubric
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Generic Rubrics

• Can be either holistic or analytical
• Can be used across similar performances examples
  include oral presentation, research process,
  critical thinking, group interaction
• Are useful to help students understand the nature
  of quality
• Are better for complex skills across tasks

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Task-Specific Rubrics

• Either holistic or analytical
• Used for a single task
• Can determine if students know particular facts,
  equations, methods, or procedures
• Allow students to see what quality looks like in
  a single problem

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Getting Started

• Read what others have to say about the nature of
  high-quality performances or products.
• Examine rubrics that assess the same skill.
• Examine Georgia Performance Standards and
  elements.
• Make a list of the key performance indicators.
• Collect student work and sort it into groups by
  quality. Write down the features that make the
  groups different.
• Try to score student samples using your rubric.

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Guiding Questions

• What is the purpose of this performance
  assessment task?
• What scoring tool(s) are most appropriate given
  the assessment purpose?
• Who will use the scoring tool?
• How will results be communicated? What type of
  feedback will be provided to guide improvement?

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Guiding Questions

• What are the key traits or elements that will be
  assessed?
• Are the traits of equally importance or will they
  be weighted differently?
• How many score points are needed to discriminate
  among the full range of performance?
• What observable characteristics describe each
  score point?

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Can rubric scores convert to grades?

• Do develop a logic rule for converting the
  descriptions associated with each score point to
  a grade that reflects a performance standard.

• Dont add up all the points earned and divide by
  the number of points possible to get a percentage.

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Lets Practice!

• Look at the rubric you brought today.
• What kind is it?
• Is it appropriate for the assessment purpose?
• What are the key traits, elements or Standards
  being assessed?
• How could it be improve?

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Resources

• http//www.rubrician.com/language.htm

http//school.discovery.com/schrockguide/asse
ss.html
http//www.doe.state.de.us/englangarts/assessmen
t.htm
http//rubistar.4teachers.org/index.php
http//www.uwstout.edu/soe/profdev/rubrics.shtml
http//www.teach-nology.com/edleadership/assessmen
t/rubrics/
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Resources

• http//pblchecklist.4teachers.org/

http//www.ncte.org/
http//www.readwritethink.org/lessons/index.asp
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References

• Arter, Judith and McTighe, Jay. Scoring Rubrics
  in the Classroom . Thousand Oaks, CA Corwin
  Press, 2001.
• Glasgow, Jacqueline, Ed., Standards-Based
  Activities with Scoring Rubrics, Volume 1. New
  York Eye on Education, Inc., 2002.
• McTighe, Jay and Wiggins, Grant. Understanding
  by Design Professional Development Workbook.
  Alexandria, VA.ASCD, 2004.
• http//www.snoqualmie.wednet.edu/ accessed
  September 12, 2005.