Rubrics

Dr. Bruce. F. Brodney

St. Petersburg College

Rubrics are used especially when you need evaluation information with multiple criteria, for example: writing, comprehension.

Elements of a Scoring Rubric

• One or more traits that serve as the basis for judging the response.

• A continuum of proficiency of specified levels of performance (quantification is recommended) of these traits ranging from “not there/not yet” to “proficient.”

• Written descriptions of what each behavior will look like at that level of proficiency.

Other common criterion-referenced instruments:

• Rating Scale: traits and quantification only, no description

• Checklist: traits only (yes/no)

Subjectivity

• Well constructed Rubrics and Checklists have elements of objective evaluation. A rubric quantifies, then describes the traits. A checklist indicates that the traits are either there or not.

• A rating scale, on the other hand, attempts to quantify with no clear reason why the number is chosen. This makes it more subjective and difficult to defend if someone challenges your decision.

Types

Two Main Types of Rubrics are:

• Analytic

• Holistic

Determining which format depends on the intended use.

Holistic – lumps together traits & quantifies.

• Holistic rubrics are generally better for large assignment batches of assignments where overall impression and speed is more important factors than precision.

• This makes holistic rubrics better for evaluating standardized testing responses (i.e., FCAT Writes).

See example:“Qualities of a Clean Desk”

Analytic – traits specified

•  Analytic rubrics are generally better when you are trying to specifically differentiate proficiency between various traits. It takes more time but also allows for more precise evaluation of respective strengths and weaknesses of skill levels within an assignment. They are also easier to explain to students and parents.

• This makes analytic rubrics a good choice for classroom use.

See example:“Qualities of a Clean Desk”

Steps for Creating a Rubric:

• Determine whether a holistic or analytic organization structure will best suit your needs?

• Decide on what traits you would like to evaluate.

• Decide on a continuum of success (proficient=>not proficient) and number of quantification columns.

• Write the descriptions for what each trait will look like at each of the levels of quantification.

Frequently Asked Questions

When designing a rubric many of the decisions you will make are a matter of personal choice and ease of use.

How many traits should I select when constructing my rubric?

When selecting traits, be aware that the more traits you use the more cumbersome your rubric may become. Three to six is a good number.

Do I use content traits, process traits, or both?

Content traits are more aligned with content standards (examples: recognition of regular polygons, use of vivid adjectives). Process traits describe processes which are more general and related to good execution of content (examples: neatness, accuracy). Again it depends on the intended use. A combination of both is usually a good compromise.

Can I weight certain traits?

Weighting traits is recommended. If you are not doing it with a spreadsheet/database program then a column at the end is recommended.

How many quantification columns should I use?

Determining the number of quantification columns in your continuum of proficiency is your choice.

Some like an odd number of columns because it gives you a middle ground, others prefer an even number of columns because it forces you to commit to either proficient or non-proficient (so no middle or average performance is allowed).

In any event, three to six columns is a good range. Some teachers like to use numbers of categories consistent with grading scales.

Left to right or right to left for your continuum of proficiency?

It makes no difference – matter of personal choice and ease of use.

Is it possible to use a “zero” category of proficiency?

This again is a matter of choice. It does clarify the no-so-proficient end of the continuum by recognizing the difference between very marginal work and none at all.

When choosing between one quantification and another, do I go up on my score or down? For example, you are examining a written response for the trait of “organization.” It is better than a “3” (average) but not quite a “4” (proficient). Do you give the benefit of the doubt and round up since it better than average?

You can only objectively score what you observe. If it not quite a “4,” you cannot infer that the student has the skill. Rounding down to “3” is the correct procedure.