Developing Rubrics forDeveloping Rubrics for

Performance-BasedPerformance-Based

AssessmentAssessment

The Languages Other Than EnglishThe Languages Other Than English

Center for Educator DevelopmentCenter for Educator Development

AgendaDeveloping Rubrics for Performance-Based Assessment

q Review of Performance-Based Assessment/

An Introduction to Rubrics

ß What is a Rubric?

ß Why Use Rubrics

q Rubric Design

ß The Basic Format

ß A Rubric Checklist

q From the Rubric to the Grade Book

ß Grades Reflect Achievement

ß Practice Makes Perfect!

T-1

T-2a

Reprinted with permission.

T-2b

Teachers T

Evaluate E

Students’Knowledge K

Students’Skills S

TraditionalTests

Performance-BasedAssessment

What they can do with what they know

What they know

The RealWorld

Our Understanding of Rubrics - Test what you know ….True or False?

___1. An instructional rubric is usually a one or two page document that describes varying levels of quality for aspecific assignment.

___2. An instructional rubric is usually used with a relatively complex assignment, such as a long-term project, anessay, or a research paper.

___3. The purposes of an instructional rubric are to give students informative feedback about their work in progressand to give detailed evaluations of their final products or performances.

___4. Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a listof criteria and gradations of quality.

___5. Instructional rubrics are easy to use and to explain.

___6. Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.

___7. Instructional rubrics provide students with more informative feedback about their strengths and areas in needof improvement than traditional forms of assessment do and allow their learning to become more focused andself-directed.

___8. Instructional rubrics are developed when the performance task is developed and may involve both the learnersand the teacher.

___9. Instructional rubrics support the development of skills and understanding, while providing benchmarks againstwhich to measure and document progress.

__10. Instructional rubrics empower learners by involving them in the teaching/learning process.

__11. Instructional rubrics blur the distinction between instruction and assessment.

__12. Instructional rubrics can reduce the amount of the teacher’s paperwork because students area part of the process of assessment development.

T-3Based on Andrade, H.G. (2000). Using Rubrics to Promote Thinking & Learning.Educational Leadership, 57(5), 13-18.

Performance Task _________________________________

Criteria: ________ ________ ________ ________

QUALITY

T-4

T-5a Reprinted with Special Permission of King Features Syndicate, Inc.

REAL-LIFEDEMANDS

T-5b

Why Use A Rubric?

I wish I knewwhat the teacherwants from me.

I don’t knowif this is long

enough?I know I’llget an A.

I always do!

I worked on this fora long time. I hopethe teacher likes it.

“BR” (Before Rubrics)

ß I am the teacher. I know exactly what to look for in students’ work.Plus, I have lots of experience. So I can make the assessment.ß I’ll decide who does the best based on my experience! Actually, I

could give them grades without even going through the motions ofevaluating their work.

Help! The teacherlooks like she is

mad at me. That’snot a good sign.

T-5c

BuenosDías!

B+

C-

Peanuts

T-5d

PEANUTS reprinted by permission of United Feature Syndicate, Inc.

An Effective Rubric:

T-5e

Performance-based

CLEAR and CONCISE

Used in Planning and Assessment

Understood by Students and Teachers

Encourages Students to be Successful

Takes the GUESSWORK out of grading

Why Use A Rubric?

I’ll go first, Iknow exactlywhat to do.

I have allthe pointscovered.

This is goingto be a cinch.

Even if myvisual aid isnot great,I can stillmake a B.

Whew! I’m glad weplanned ahead with the

rubric. I knew whatwas expected.

“AR” (After Rubrics)

ß Wow! Using a rubric keeps everyone informed.ß The grading is so much faster and easier – and fair for all students.ß The students are so prepared they all have a chance to do well.

T-5f

punto 1punto 2

We the People of the United States,in Order to form a more perfect Union,

establish Justice, insure domesticTranquility, provide for the common

defence, promote the general Welfare,and secure the Blessings of Liberty toourselves and our Posterity, do ordain

and establish this Constitution forthe United States of America.

T-Warm up II

Blondie

T-6a

Reprinted with Special Permission of King Features Syndicate, Inc.

Miss Peach

T-6b

Reprinted with permission of Mell Lazarus and Creators Syndicate, Inc.

Very effectivelycommunicated,appropriate

Effectivelycommunicated,appropriate

Some ideas clear, somedifficulties

Unclear, significantdifficulties

No written sample, noeffort

Broad vocabulary;extensive andeffective use ofstudied words

Generally accuratewith some errors;adequate use ofstudied words

Errors in vocabularyinterfere withcommunication

Inadequate, repetitiveor incorrectvocabulary

No significant errors,control of grammaticalstructures studied

Generally accurate; fewsignificant errors inareas studied

Several significanterrors in areas studied

Constant patterns oferror in areas studied

Appropriate to task,many supportingdetails; exceeds allrequirements

Sufficient for task,adequate supportingdetails; meets allrequirements

Limited, somewhatincomplete; meetsmost requirements

Lacking, incomplete;meets fewrequirements

Exceeds all levelexpectations; createswith language

Meets all levelexpectationscompletely

Meets most levelexpectations

Minimally meetssome levelexpectations; overlysimple

communication, accuracy levelcomprehensibility vocabulary structure content requirements

4

3

2

1

0

Rubric for Written WorkRubric for assessment of writing samples (compositions)

Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-8

T-9

8:30 Stand up8:30.3 Say Guten Tag!8:30.7 Call roll8:31 Begin to collect

homework8:31.37 Finish collecting homework8:32 Ask students to open books8:32:10 Open book8:32:15 Turn to page 328:32:18 Look up

There is such a thing as being too organized!

Message successfullyand accuratelycommunicated

Message almostentirely communicated

Message generallycomprehensible

Message communicatedwith great difficulty

No show, no speech,no effort

Message carried inseries of completesentences whenappropriate

Message carriedmostly by completesentences whenappropriate

Message carriedprimarily by shortphrases or singlewords

Message carried onlyby single words

Broad vocabulary;extensive and effectiveuse of studied words

Generally accurate withsome errors; adequateuse of studied words

Errors in vocabularyinterfere withcommunication

Inadequate, repetitiveor incorrect vocabulary

No significant errors,control ofgrammaticalstructures studied

Generally accurate;few significant errorsin areas studied.

Several significanterrors in areasstudied.

Constant patterns oferror in areas studied

Self correctionincreasescomprehensibility

Most self correctionis successful

Some self correctionis successful

Self correction rareand unsuccessful

accuracycommunication text vocabulary structure self-correction

4

3

2

1

0

Rubric for SpeakingRubric for assessment of oral production (modified oral proficiency interview)

Jeanne Mullaney. Community College of Rhode IslandCharlotte Gifford, Greenfield Community CollegeT-10

Performance Task ________________________________

_____ = _____ + _____ + _____ + _____ + _____ Grade

T-11

QUALITY

Criteria: ______ ______ ______ ______ ______

You made it!

Start Here

PerformanceExpectations

(Rubrics)What we expect

students to knowand be able to do

PerformanceExpectations

(Rubrics)What we expect

students to knowand be able to do

Start Here

Program Goals• Communication• Cultures• Comparisons• Connections• Communities

Program Goals• Communication• Cultures• Comparisons• Connections• Communities

Progress Checkpoints• Novice• Intermediate• Advanced

Progress Checkpoints• Novice• Intermediate• Advanced

PerformanceAssessment

(Rubrics)What students

demonstrate theyknow and are

able to do

PerformanceAssessment

(Rubrics)What students

demonstrate theyknow and are

able to do

The Planning Pathof the Rubric Road

T-15

Points to Progress(Rubrics)

Assigning grades inthe grade book based

on performance

Points to Progress(Rubrics)

Assigning grades inthe grade book based

on performance