Best Practices for Using Rubrics to Determine Grades

The purpose of this document is to describe best practices for using quality rubrics to document achievement of student learning and determine a grade as the district transitions from a system of traditional grading practices to a system of standards-based practices with letter grades.

Principles of Rubrics:

Rubrics use ordered categories -- descriptions of performance along a continuum of quality -- for each criterion (Brookhart, p.113). These are levels of performance, not points. There is a qualitative difference between each level, which is described in words and assigned a number simply as a label (O’Connor, p.169). A rubric “score” is a symbolic representation of a performance level, which is defined by the descriptors for that level, (Arter & McTighe, p.78). Different rubric “scores” represent a difference in the quality of the student work, not the quantity (Carr, p. 55). Levels and points are different, and must be treated differently.

• Each level of a rubric actually represents a range of performance. (There are strong 3’s that are almost a 4, as well as low 3’s that are just a bit better than a 2.)

• Students’ rubric level “scores” must be converted to grades based on the meaning of the performance levels.

It is mathematically impossible to make scores more precise than they were in the first place. However, for teachers to use the 0-100% scale for all items in the grade book, they will have to use professional judgment.

Types of Rubrics used in Ankeny Community Schools

Summary Statement Rubrics Teacher-developed Rubrics Developed by teams of teachers through curriculum review process

Developed by individual teachers or PLC teams to assess student performance on a project/task/performance assessment

Contain 8 -12 summary statements that describe student learning expectations by grade level/course

May be task-specific or general (better), depending on teacher’s professional judgment, using criteria of quality May be holistic or analytic (better), depending on teacher’s professional judgment, using criteria of quality

Describe performance levels for each learning expectation using the following scale: Exceeding the Standards, Meeting the Standards, Approaching Proficiency, Beginning, No Evidence

Describe levels of performance for criteria that are important features of quality for the project/task/performance assessment

Will be used as an addendum to the report card to communicate student achievement of grade level/course standards. Implementation will roll out as the SBSS Rubrics are finalized in the curriculum review process

Used formatively to provide feedback to students regarding performance while project/task is still in production Used summatively to document evidence of student knowledge and skill related to the expectations being assessed.

Sound methodology for converting rubric level “scores” to a grade for an individual performance assessment (e.g., research project)

1. Students’ rubric level “scores” must be converted to grades based on the meaning of the

performance levels.

• Do not directly convert rubric level scores to percentages (“points” earned divided by points possible).

2. After marking on the rubric the descriptors that match the student performance, look across the

criteria to judge the preponderance of evidence.

• Decide where the student evidence best fits with the performance level descriptors on the Summary Table below.

• Select the corresponding percentage within the performance level range to record in the grade book that is the best match given the evidence of student achievement against the defined criteria of the rubric.

• Give consideration to relative importance of criteria and the rubric level that represents proficiency.

Examples:

Student 1:

Level 5 Level 4 (Proficient)

Level 3 Level 2 Level 1

Criterion A X

Criterion B X

Criterion C X

Criterion D X

Performance Assessment Grade Determination: Student has a performance that meets all the criteria and exceeds one criterion. This matches the Performance Level descriptor of “Meeting Standards” in the Summary Table, with a corresponding percentage range of 83% - 94%. Since the student is at the high end of this performance level range, the teacher records a 91% (A-) in the Infinite Campus grade book.

Student 2: Level 5 Level 4

(Proficient) Level 3 Level 2 Level 1

Criterion A X

Criterion B X

Criterion C X Criterion D X

Performance Assessment Grade Determination: Student has a performance that meets the standard at only one criterion. Most evidence is below the standard. This matches the Performance Level descriptor of “Approaching Proficiency” in the Summary Table, with a corresponding percentage range of 73% - 82%. Since the student work appears to be at the middle of this performance level range, the teacher records a 78% (C+) in the Infinite Campus grade book.

3. Determine the predominant performance level of the student work based on criteria in the rubric. Then use professional judgment to convert to the corresponding letter grade and/or percentage equivalent for recording in the grade book.

Performance Level Grade Conversion Logical Percentage

Equivalent

Exceeding the Standards A 99% A 96%

Meeting the Standards

A 93% A- 91% B+ 89% B 85%

Approaching Proficiency B- 81% C+ 78% C 74%

Beginning

C- 71% D+ 68% D 65% D- 62%

No Evidence F* 50%* * Some piece of student work has been submitted, but it provides no evidence of meeting even a beginning performance level on any of the criteria.

Combining scores from individual assignments into an overall course grade when both rubrics and percentage scores are used

To combine scores into an overall grade, all the individual assignment grades must be on the same scale (i.e., you cannot combine apples and oranges).

Letter Grade Method Percentage Method Convert both rubric level scores and percentages from other sources of evidence to letter grades. Determine the overall grade that is the median (or mode), weighting individual assignments as necessary.

Use the Summary Table to convert rubric level scores to a corresponding percentage. Average the percentages from all sources of evidence, weighting individual assignments as necessary.

Process: 1. Follow directions for determining a grade for

an individual assignment. 2. Use a logic rule conversion table to match the

performance level descriptor to a corresponding letter grade.

3. Use the district grading scale to convert the percentages from other sources of evidence (tests, homework, etc.) to a letter grade.

4. Look across the collection of letter grades and determine an overall summary grade based on the preponderance of evidence using the median or mode. Consider relative weight of evidence as appropriate.

Process: 1. Follow directions for determining a grade for an

individual performance assessment. 2. Use the Summary Table to match the performance

level descriptor to a corresponding percentage. 3. Average together the new rubric percentages with

percentages from other sources of evidence, such as chapter tests.

   

For example, in this collection of scores ○ Chapter 1 Test: 84% = B ○ Project: Rubric level of Exceeds = A ○ Research paper: Rubric level of Meets (low

end) = B ○ Chapter 2 Test: 80% = B-

Median of A, B, B, B- = Overall Grade of B

For example, in this collection of scores

o Chapter 1 Test: 86% o Project: Rubric level of Exceeds = 95% o Research paper: Rubric level of Meets (low end)=

83% o Chapter 2 Test: 80%

86% + 95% + 83% + 80% /4 = 86% = Overall Grade of B

Note: This is the more technically sound method for combining scores from two different scales.

Note: Making percentages out of rubrics is a compromise, as it is not technically possible to add more precision (more distinctions or gradations in the scale) than was there in the first place.

The logic behind converting rubric scores to grades is dependent on a clear articulation of what each letter grade means in relation to the performance levels. The following table describes the intended meaning of grades and performance levels when using rubrics in Ankeny Schools. Summary Table of Performance Levels, Definitions, and Grade Designations: Performance Level

Definition Possible Descriptors

Letter Grade

Corresponding Percentage

Exceeding the Grade Level/Course Standards

The student demonstrates in-depth command of concepts, principles, and strategies described by the grade level/course standards. The student, with relative ease, grasps, applies, and extends the key concepts, processes, and skills beyond the requirements for the grade level/course. The student has excellent preparation for more advanced learning.

• Exceptional • Exemplary • Advanced • High quality • Superb • Outstanding • In-depth • Comprehensive • Precise • Insightful • Perceptive • Astute • Systematically & thoroughly

A 95% - 100%

Meeting Grade Level/Course Standards

The student shows a complete and correct understanding of the concepts or ability to perform the skills as articulated in the grade level/course standards. The student, with limited errors, grasps and applies the key concepts, processes, and skills for the grade level/course. The student has solid preparation for more advanced learning.

• Adept • Skilled • Solid • Appropriate • Capable • Reasonable • Thoughtful • Detailed • Clear • Accurate • Logical • Supports • Relevant • Consistent • Meaningful

B to A 83% - 94%

Performance Level

Definition Possible Descriptors

Letter Grade

Corresponding Percentage

Approaching Proficiency

The student is performing near grade level/course standards. Skills and concepts are emerging with practice and teacher assistance. Shows partial mastery of knowledge and an incomplete understanding of the concepts, or a basic ability to perform the skills as articulated in the grade level/course standards.

• Generally consistent • Limited • Minimally acceptable • With prompting • Some connections

C to B-

73% – 82%

Beginning The student demonstrates limited performance in relation to the grade level/course standards. Skills and concepts need repeated practice and frequent guidance from the teacher. Student-created products show inconsistent quality. The student shows a basic understanding of content and demonstrates minimal knowledge and skills for the grade level/course.

• Partial • Below • Misconceptions • Omissions • Many errors • Few connections • Inaccurate • Superficial • Inconsistent

D- to C-

60% – 72%

No Evidence The student has provided no evidence of understanding of the basic skills and concepts as articulated in the grade level/course standards.

F Below 60%

*Important Note: The meaning of grades hinges on consensus regarding these definitions Resources/References: Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing

and improving student performance. Thousand Oaks, CA: Corwin Press. Arter, J. A. & Chappuis, J. (2006). Creating & recognizing quality rubrics. Boston: Pearson Education. Brookhart, S. B. (2013). How to create and use rubrics for formative assessment and grading. Alexandria,

VA: ASCD. Carr, J. (2000). “Technical issues of grading methods.” In E. Trumbull & B. Farr (Eds.), Grading and

reporting student progress in an age of standards (p. 45 - 70). Norwood, MA: Christopher Gordon.

O’Connor, K. (2009). How to grade for learning, K-12 (3rd ed.). Thousand Oaks, CA: Corwin Press.

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