Designing Rubrics

Nancy Allen, Ph.D.College of Education

Office of Faculty DevelopmentQatar University

Adapted from: Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on May 29, 2007, from www.sdst.org/shs/library/powerpoint/rubrics.ppt and

Designing Rubrics

Students as Self AssessorsTeachers as Focused Coaches

What is a rubric?

A rubric is a guideline for rating student performance.

Benefits: The rubric provides those doing the assessment with

exactly the characteristics for each level of performance on which they should base their judgment.  

The rubric provides those who have been assessed with clear information about how well they performed.  

The rubric also provides those who have been assessed with a clear indication of what they need to accomplish in the future to better their performance.

Asmus, E, (1999). Rubrics. Retrieved on May 29, 2007, from http://www.music.miami.edu/assessment/rubrics.html

What is a rubric?

Quality Continuum

A rubric must define the range of possible performance levels.  Within this range are different levels of performance which are organized from the lowest level to the highest level of performance.  Usually, a scale of possible points is associated with the continuum where the highest level receives the greatest number of points and the lowest level of performance receives the fewest points.

What is a rubric?

A rubric is a lesson in qualityA public declaration of expectationsA communication toolA self-assessment tool for learnersA gauge for examining performanceA self-fulfilling prophecy

What is a rubric?

Quality Continuum

PERFORMANCE LEVEL

POINTS POINTS

Excellent 4 90-100

Good 3 80-89

Satisfactory 2 70-79

Needs Improvement

1 60-69

Clearly unsatisfactory

0 <60

Rubric vs. Checklist

Checklist for a friendly letter______ Date, flush left at top______ Address______ Greeting______ Body______ Salutation______ Signature

Rubric vs. Checklist

Checklists have not judgment of quality.

Checklists can only be used when “present or absent” is a sufficient criterion for quality.

Rubric vs. Checklist

Rubrics include descriptors for each targeted criterion.

Rubrics provide a scale which differentiates among the descriptors.

What is a rubric?

Descriptors

Each level of performance should have descriptors which clearly indicate what is necessary to achieve that level of performance. 

Example Organization of Thought (4-points): “Work is

clearly organized and includes a diagram or step-by-step analysis.”

criterion point value descriptor

The parts of a rubric:

S ta nd a rd s o f E xce lle n ce C rite ria In d ica to rs

R u b ric

Determining Standards of Excellence

How many degrees of quality should you include?

Should you use language or numbers? If language, what descriptive terms should you use?

Should you weigh the items?

Criteria

The specific areas for assessmentFocus areas for instructionClear and relevantAge appropriateForm and function represented

Objectives

Indicators

Descriptors of level of performance for the criteria Conclusion includes whether the findings

supported the hypothesis, possible sources of error, and what was learned from the experiment.

Clear, observable languageExamples for learners

How do rubrics alter instruction?

The teacher commits to teaching quality.The teacher commits to assisting the student self-assess.The focus is on each product and/or performance.The labels are removed from students.Specificity appears in all communications.Everyone gives and receives feedback.

Whom does a rubric assist?

It is a feedback system for students to judge a product or performance.

It is a feedback tool for teachers to provide clear, focused coaching to the learner.

It is a system that promotes consistent and meaningful feedback over time.

It is a communication tool for parents.

What makes a quality RUBRIC?

An even number of standards of excellenceClear essential criteriaRealistic number of criteriaExplicit, observable indicators

If points… clear to students upfrontDeliberate sequence of criteriaHigh interjudge reliabilityTested out with students

What makes a good judge?

Knowledge and experience with specific skillPractice with rubri.ObjectivityQuestions rubric in advance to be sure all participants understand

How do I get started?

Critique current models.Ask students to define “quality” in relation to specific product or performance.Translate into a modest rubric.

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?

Holistic Or Analytic—Which To Use?

HOLISTIC

Views product or performance as a whole; describes characteristics of different levels of performance. Criteria are summarized for each score level.

Holistic Or Analytic—Which To Use?

Excellent Researcher included 10-12 sources no apparent historical inaccuracies can easily tell which sources information was drawn from all relevant information is included

2 - Good Researcher included 5-9 sources few historical inaccuracies can tell with difficulty where information came from bibliography contains most relevant information

1 - Poor Researcher included 1-4 sources lots of historical inaccuracies cannot tell from which source information came bibliography contains very little information

Holistic Or Analytic?HOLISTIC—pros and cons

+ 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.

Holistic Or Analytic?

Analytic

Separate facets of performance are defined, independently valued, and scored. Facets scored separately

Holistic Or Analytic?Analytic—pros and cons

+ Sharper focus on target+ Specific feedback (matrix)+ Instructional emphasis

- Time consuming - Takes skill and practice

Task specific or general? Task specific: Rubric designed

for and references a specific assignment.

General: Rubric designed for and references a type of assignment frequently repeated.

Tip #1

Use as many generalized rubrics as possible.

Efficient Builds recognition of excellence

Tip #2

If using pre-designed rubrics carefully consider quality and appropriateness for your project.

Tip #3

Aim for concise, clear, jargon-free language

“…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” (Benjamin 23).

Tip #4

Limit the number of criteria, butSeparate key criteria.

“Very clear” and “very organized” may be clear but not organized or vice versa.

Tip #5

Use key, teachable criteria.

Key Questions: What are my objectives? Are there other generalized objectives that should be included?

Tip #6

Use concrete versus abstract and positives rather than negatives

Instead of “poorly organized” use “sharply focused thesis, topic sentences clearly connected to thesis, logical ordering of paragraphs, conclusion ends with clincher”.

Key Question to ask yourself: Would student know what quality “looked like” by this description?

Tip #7

Use measurable criteria.

“Includes two or more new ideas…” instead of “creative and imaginative”

Tip #8

Aim for an even number of levels Create continuum between least and

most Define poles and work inward List skills and traits consistently

across levels

Tip #9

Include students in creating or adapting rubricsConsider using “I” in the descriptors

I followed precisely—consistently—inconsistently—MLA documentation format.

I did not follow MLA documentation format.

Tip #10

Provide models of the different performance levels.

The Assignment Sheet

Link the assignment sheet and the rubric. Use same language.Include all non-negotiable items. On time Formatted correctly Follows standard conventions… Etc.

Rubrics for formative assessment

Encourage students to “check progress” using the rubric.

Encourage / require self-assessment and/or peer assessment.

Steps in Developing a Rubric

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—identifiable-- 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.Revise accordingly.Step back; ask yourself, “What didn’t I make clear instructionally?” The weakness may not be the rubric.

Rubrics On Line

"Rubistar Rubric Generator" (http://rubistar.4teachers.org/) 

"Teacher Rubric Maker" (http://www.teach-nology.com/web_tools/rubrics/)

“Rubrician” (http://www.rubrician.com/language.htm”

Rubrics for Web Lessons (http://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Lessons.html)

An Online Rubric Maker (http://landmark-project.com/classweb/rubrics/)

References

Andrade, H.(2000). Using rubrics to promote thinking and learning. Alexandria, VA: ASCD.Asmus, E, (1999). Rubrics. Retrieved on May 29, 2007, from http://www.music.miami.edu/assessment/rubrics.htmlBaggio, C. Designing rubrics: Revising instruction and improving performance. Retrieved on March 1, 2007, from http://www.edutech.org.br.Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on May 29, 2007, from www.sdst.org/shs/library/powerpoint/rubrics.ppt Benjamin, A.(2000). An English teacher’s guide to performance tasks and rubrics. Larchmont: Eye on Education.Leavell, A. (n.d.). Authentic assessment: Using rubrics to evaluate project-based learning. WEBLIBRARY.Matthews, J. (2000). Writing by the rules no easy task. Retrieved on October 25, 2000 from <http://washingtonpost.com/wp-dyn/articles/A63599-2000Oct23.html>Simkins, M. (1999, August). Designing great rubrics. Technology and Learning.Wiggins, G. & McTighe, J. (1998). Tips for developing effective rubrics. Understanding by Design. Alexandria, VA: ASCD.