Creating Rubrics

Information taken from Formative Assessment and Standards-Based Grading

Robert Marzano 2010

Today's Learning Goals

Distinguish an effective and ineffective rubric

Identify the characteristics of an effective rubric

Create an effective Rubric

Referencing Chapter 1, Grading Smarter, Not Harder, How do we separate behaviors from

academics?

RUBRICS ACTIVITY

• Opening Activity

• Take off the title or topic of your rubric - anything that identifies what it is supposed to grade. Write this on the back of the sheet.

• Hand your rubric to another person/group

•Read the rubric and note everything the rubric is measuring. If it is measuring more than one thing be sure to note it.

•At the top of the paper write what you think this rubric is measuring.

•Look on the back and see if what you identified is what the author said the rubric was evaluating/measuring

•Give the rubric back to the original author

Rubric Activity Continued

Look at your rubric again and see if you would change anything after it was critiqued.

What would you change as a result of this critique?

Re-write your rubric to make sure it accurately measures your intended criteria. What changes need to happen to ensure the rubric is measuring your intended outcome?

Before Writing a Rubric

• You must understand the difference between a learning goal and learning activity

• You must have an understanding of the progression of leaning

Learning Progression• A continuum of how learning develops in

any particular knowledge domain so you are able to locate students learning on the continuum and decide on pedagogical action to move learning forward

• Do we reduce students grades because the work is late or give 0’s for work not completed? What recommendations are given in Chapter 1, Grading Smarter, Not Harder?

• A series of related learning goals that culminate in the attainment of more complex learning goals

Learning Goal

• What the student will Know or be able to do as a result of the learning

• Stated: students will understand

• Stated: students will be able to

Learning Activity

Everything the student will do

to help them learn the

new information or new skill

Rubric Definition

• Set of criteria describing the standard to be met or the learning goal

Characteristics of Rubrics

• Authentic assessment

• Has a specific Set of criteria

• Focuses on one learning goal, objective, or standard

Characteristics Continued

• Does not include other criteria that might get in the way (dilute) of assessing the actual skill or knowledge

• Must be explained to students

• Samples and examples should be given

Characteristics of Rubrics Continued

• Shows how a work will be graded

• Can represent learning progressions

• Should be re-written by students in groups after explained by teacher

Rubric Characteristics

• Should be designed by teams of teachers who teach the same course

• Should be done during Unit planning

• Aligned with instruction

Steps to Creating a rubric

Design a scale or rubric (a continuum that articulates distinct levels of knowledge or skills relative to a specific learning goal, objective or standard. Use 0-4

The scale explained

Number 3 is always the specific or targeted learning goal/objective/standard student should achieve (mastery)

In scores 2,3,4 the competence is related specifically to the different content

•4-Competence regarding more complex content related to the learning goal

•---------------------------- 3 --------------------------------

•2-Competence of simpler content related to the learning goal

•1-With help can demonstrate some competence

•0-With help cannot demonstrate competence

Step 1

• Identify one or more specific learning goals that will be the target of instruction/standard (look at your unit plan)

• This description is generally noted on number 3 of the 5 point scale (0-4)

Step 2

• Identify some simpler content for each learning goal

• These descriptions are noted as numbers 1-2

Step 3

• Explain the rubric to students. Explain what is meant by the score values 4,3,2,1,0 with examples

Step 4

Re-write Use student friendly language done in cooperation with students

Making Scale more Specific (half points)

• 3.5 Student has shown competence meeting the targeted learning goal and some success at the 4 level content

• 2.5 The student is successful at the score of 2 content and has partial success at the level 3 content

The Achievement Scale

LEVELS

DESCRIPTORS %

4.0 Exemplary: In addition to 3.0 performance, the student provides evidence of deep understanding and fluent application of the target standards or expectations as well as the ability to apply and transfer learning to new situations.

95-100

3.5 Half point scores indicate student achievement that is partially demonstrated at the next highest level.

90

3.0 Proficient: No major errors or omissions regarding any of the target standards or expectations.

85

2.5 Half point scores indicate student achievement that is partially demonstrated at the next highest level.

80

2.0 Basic: No major errors or omissions regarding the simpler details or processes of the target standards or expectations, but errors or omissions regarding the complex processes.

75

1.5 Half point scores indicate student achievement that is partially demonstrated at the next highest level.

70

1.0 Below Basic: The student is beginning to address the simpler target standards and expectations.

65

0.5 Half point scores indicate student achievement that is partially demonstrated at the next highest level.

60

0.0 No Evidence: The student is unable to provide any evidence of addressing the target standards or expectations.

50

Closing Activity

• Using one of your Unit Plan's create a rubric

OR

• Re-design your original Rubric to make it more effective