creating rubrics
TRANSCRIPT
Tips For Effective Rubric Design
How to: Design a rubric that does its job Write precise criteria and descriptors Make your rubric student-friendly
Expert Input
Experts agree:– Rubrics are hard to design.– Rubrics are time-consuming to design.– “A rubric is only as useful as it is good. Using a bad
rubric is a waste of time…”--Michael Simkins in “Designing Great Rubrics”
Experts disagree:– How to design a “good” rubric – Bottom line: Is it working for you and for your
students?
The Cookie
Task: Make a chocolate chip cookie that I would want to eat.
Criteria: Texture, Taste, Number of Chocolate Chips, Richness
Range of performance:– Delicious(14-16 pts)– Tasty(11-13 pts)– Edible(8-10 pts)– Not yet edible(0-7 pts)
Analytic Homemade Cookie Rubric
Delicious4
Tasty3
Edible 2
Not yet edible1
# chips Chips in every bite
75% chips 50% chips Less than 50% chips
texture Consistentlychewy
Chewy middle, crispy edges
Crunchy Like a dog biscuit
color Even golden brown
Brown with pale center
All brownOr all pale
Burned
richness Buttery, high fat
Medium fat Low-fat flavor
Nonfat flavor
Assess The Cookie
Overall score– Delicious– Tasty– Edible– Not yet edible
By criteria– Number of chips– Texture– Taste– Richness
Holistic Rubric
Views product or performance as a whole; describes characteristics of the product or performance according criteria expressing “what counts””:
Each holistic criterion is expressed in a summary statement for each score level.
Levels of performance range from highest (Level 4) to lowest (Level 0)
See example in your text, p. 133
Sample: Holistic Cookie Rubric
Cookie Scored at the “Delicious” level (4) Chips in every bite Consistently chewy Even golden brown Buttery, high fatYou must then make a summary statement for
levels 3, 2, & 1.
Pros & Cons: Holistic Rubric
+ Takes less time to create.
+ Effectively determines a “not fully developed” performance as a whole.
+ Efficient for large group scoring; less time to assess.
- Not diagnostic.
- Student may exhibit traits at two or more levels at the same time.
Analytic Rubric
Separate facets of performance are defined, independently valued, and scored. See example in text, p. 135.
Example: In music performance, skill might be string improvisation.
Each facet of “string improvisation” would be scored separately: melody
harmonics
rhythm
bowing & backup
confidence
Pros & Cons: Analytic Rubric
+ Sharper focus on target+ Specific feedback (matrix)+ Instructional emphasis- Time consuming to articulate
components and to find language clear enough to define performance levels effectively
Tip #1
Don’t make task-specific rubrics. Less efficient Make one that can be used for two or more
products or performances. “Generalizable” or template rubric
Tip #2
Don’t use published generic or “canned” rubrics without careful consideration of their quality and appropriateness for your project.
These are your students, not someone else’s.
Your students have received your instruction.
Tip #3
Avoid dysfunctional detail.– “…in most instances, lengthy rubrics probably
can be reduced to succinct…more useful versions for classroom instruction. Such abbreviated rubrics can still capture the key evaluative criteria needed to judge students’ responses. Lengthy rubrics, in contrast, will gather dust”
– Dysfunctional detail also includes jargon, negativity
Tip #4
Limit the number of criteriaBut, don’t combine independent criteria.
E.g. One criterion that includes “Very clear” and “very organized” will often be problematic.The product may be clear but not organized or vice versa.
Tips #5 and #6
Don’t define levels of quality in vague terms, e.g. ABSTRACT: “poorly organized” CONCRETE:
– Organization: sharply focused thesis, topic sentences clearly connected to thesis, logical ordering of paragraphs, conclusion ends with clincher
ABSTRACT: “inventive” “creative” “imaginative” CONCRETE: ?? Key Question to ask yourself: What does
that look like?
Tips #5 and #6
Use measurable criteria. – Specify what quality or absence looks like vs.
comparatives (“not as thorough as”) or value language (“excellent content”)
– Highlight the impact of the performance: Was the paper persuasive or problem solved? (Note importance of a statement of purpose for the assignment here!)
– List the traits of effective persuasion.– Be sure that the descriptor is not the criterion and vice
versa
Tip #7
Aim for an even number of performance/product levels
– Create continuum between least and most– Define poles and work inward– List skills and traits consistently across levels
Tip #8
May include students in creating or adapting rubrics by listing criteria for “What Counts.”
Consider using “I” in the descriptors in the criterion statement:
I followed APA documentation format:– precisely—consistently—inconsistently—
I did not follow MLA documentation format.
Tip #9
Motivate students to use your rubric as they prepare their product or performance:
“At their very best, rubrics are also teaching tools that support student learning . . . ” (13 y.o. student).
Do students understand the criteria and descriptors? How do you know?
When do you give the rubric to your students?
Tip #10
Provide models of products/performances that represent different performance levels.
The Assignment Sheet
Connect the rubric you prepared to the assignment guidelines: Use same language in each!
Project/paper/presentation must meet all requirements of assignment– Due date and late penalty– Format requirements– Non-negotiables
Use the Rubric for Draft Reviews or the “Check-in” Stage of Preparation
Use your rubric as a formative assessment to give students feedback about how they are doing.
– Isolate a particularly challenging aspect– Have student isolate an area of difficulty– Center revision instruction around rubric
Steps in Developing & Using Rubrics
Design backwards—rubric first; then product/performance. Decide on the criteria for the product or performance to be assessed. Write a definition or make a list of concrete descriptors for each
criterion. Develop a continuum for describing the range of performance for
each criterion. Keep track of strengths and weaknesses of rubric as you use it to
assess student work. Step back; ask yourself, “What didn’t I make clear instructionally?”
The weakness may not be the rubric.
Steps in Modifying a “Canned” Rubric
Find a rubric that most closely matches your performance task.
Evaluate and adjust to reflect your instruction, language, expectations, content, students– Criteria– Descriptors– Performance levels
When to Use Rubrics
Usually with a relatively complex assignment, such as a long-term project, and essay, or research-based product.
– Informative feedback about work in progress– Detailed evaluations of final projects
The Mini-Rubric
These are the quick ones. Fewer criteria and shorter descriptions of quality
– Yes/no checklists– Describe proficient level of quality and leave other boxes for
commentary during grading.– Use for small products or processes:
Poster Outline Journal entry Class activity
Sample Mini-rubric for an Assignment called a “Vocabulary Poster”
Content criterion (50%) 4 3 2 1____ written explanation of denotation is accurate & thorough____ examples in action are accurate & of sufficient variety____ visual symbol or cartoon conveys accurate and clear word
meaning____ wordplay is accurate and thorough: weighs synonyms for
subtleties of meaning; Presentation criterion (50%)
4,3,2,1--neat 4,3,2,1--clear organizational pattern4,3,2,1--no error in Conventions4,3,2,1--uses visual space to catch and hold attention
Score = Content__+Presentation___divided by 2=______GRADEComments:
Caution
Don’t let the rubric stand alone!
ALWAYS, ALWAYS provide specific “Comments” on your rubric and/or on the
student product itself.
Useful Criteria Across The Curriculum: Content
Descriptors or indicators R/T content:– Relevant– Specific– Thorough– Synthesized– Balanced– Convincing– Accurate
Useful Criteria Across the Curriculum: Research
Descriptors or indicators R/T research:– Uses variety of sources (primary, secondary,
electronic, traditional, human) Note: Watch minimums—Is minimum “minimal” or is
minimum “proficient”?
– Uses appropriate sources (credible, timely, scholarly)
– Documents sources accurately
Useful Criteria Across the Curriculum: Format
Descriptors or indicators R/T format:LogicalSequentialAccording to assignment guidelinesAccording to standards (e.g. APA Style)
The Best Rubrics
Analytic and holistic Developmental “Generalizable” and specific Instructional
The best rubrics WORK for students and teachers!
Acknowledgments
This Slidecast was adapted from “Tips for Effective Rubric Design”
daretodifferentiate.wikispaces.com/file/view/rubrics.ppt
I am grateful to the unnamed author who also acknowledged the assistance of Joyce, Myra, Veronica, & Jeff.