workshop 5 how to construct a rubric

7/24/2019 Workshop 5 How to Construct a Rubric

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How to DevelopHow to Develop

a Rubrica Rubric

Jason Peake


2/16

AA rubricrubricis a set of rules that. . .is a set of rules that. . .

Shows levels of quality.Shows levels of quality.

Communicates standards.Communicates standards.

Tells students expectations for task.Tells students expectations for task.

Are NOT checklists yes or no answers!.Are NOT checklists yes or no answers!.


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Parts of a RubricParts of a Rubric

DimensionsDimensions" referred to as criteria" encompass the" referred to as criteria" encompass the

knowled#e" skills" and understandin# to be assessed.knowled#e" skills" and understandin# to be assessed.

IndicatorsIndicatorsspecify the evidence used to $ud#e the de#ree tospecify the evidence used to $ud#e the de#ree to

which the dimension is mastered.which the dimension is mastered.

Rating ScalesRati

ng Scalesdiscriminate amon# the various levels ofdiscriminate amon# the various levels ofperformance.performance.


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Steps in Rubric DevelopmentSteps in Rubric Development

%etermine learnin# outcomes.%etermine learnin# outcomes.

&ach rubric item should focus on a different skill.&ach rubric item should focus on a different skill.

&valuate only measurable criteria.&valuate only measurable criteria.

'deally" the entire rubric should fit on one sheet of'deally" the entire rubric should fit on one sheet of

paper.paper.

(eevaluate the rubric. %id it work)!(eevaluate the rubric. %id it work)!


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Advantages of Using a RubricAdvantages of Using a Rubric

*owers students+ anxiety about what is expected of them.*owers students+ anxiety about what is expected of them.

,rovides specific feedback about the quality of their,rovides specific feedback about the quality of theirwork.work.

,rovides a way to communicate expectations and,rovides a way to communicate expectations andpro#ress.pro#ress.

&nsures all student work is $ud#ed by the same standard.&nsures all student work is $ud#ed by the same standard.

%isen#a#es the -halo effect and its reverse.%isen#a#es the -halo effect and its reverse. *eads students toward quality work.*eads students toward quality work.


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Holistic Analytic

Two Types of Rubrics


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Definition: One score or rating for the entire product or performance.

When to Use:

For a quick snapshot of overall status or achievement

When the skill or product to be assessed is simple; hen it hasonl! a single dimension.

Disadvantages:

"o students can get the same score for vastl! different reasons

#ot as good for identif!ing strengths and eaknesses and planning

instruction

#ot as useful for students to use.

Holistic Rubric


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Steps in DevelopmentSteps in Development

$fter !ou rite !our first paragraph of$fter !ou rite !our first paragraph of

the highest level% circle the ords inthe highest level% circle the ords in

that paragraph that can var!.that paragraph that can var!.

"hese ords ill be the ones that"hese ords ill be the ones that!ou ill change as !ou rite the less!ou ill change as !ou rite the less

than top level performances.than top level performances.


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Template for Holistic RubricsTemplate for Holistic Rubrics

ScoreScore %escription%escription

// %emonstrates complete understandin# of the problem. All%emonstrates complete understandin# of the problem. All

requirements of task are included in response.requirements of task are included in response.

00 %emonstrates considerable understandin# of the problem.%emonstrates considerable understandin# of the problem.All requirements of task are included.All requirements of task are included.

11 %emonstrates partial understandin# of the problem. 2ost%emonstrates partial understandin# of the problem. 2ost

requirements of task are included.requirements of task are included.

33 %emonstrates little understandin# of the problem. 2any%emonstrates little understandin# of the problem. 2anyrequirements of task are missin#.requirements of task are missin#.

44 %emonstrates no understandin# of the problem%emonstrates no understandin# of the problem

55 No response6task not attemptedNo response6task not attempted


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Analytical Rubric

Definition: &everal scores or ratings for a product or performance. 'ach score

represents an important dimension or trait of the performance or product.

When to Use:

Planning instruction ( sho relative strengths and eaknesses.

"eaching students the nature of a qualit! product or performance ( the!

need the details.

)etailed feedback to students or parents.

For complicated skills% products% or performances% for hich several

dimensions need to be clear.

Disadvantages:

&coring is sloer.

"akes longer to learn.


11/16

Template for Analytic RubricsTemplate for Analytic Rubrics7e#innin#7e#innin#

44

%evelopin#%evelopin#

33

AccomplishedAccomplished

11

&xemplary&xemplary

00

ScoreScore

CriteriaCriteria

8484

%escription%escription

reflectin# be#innin#reflectin# be#innin#

level of performancelevel of performance


reflectin#reflectin#

movement towardmovement toward

mastery level ofmastery level of

performanceperformance



achievement ofachievement of



%escription reflectin#%escription reflectin#

hi#hest level ofhi#hest level of


CriteriaCriteria8383

%escription%escriptionreflectin# be#innin#reflectin# be#innin#


%escription%escriptionreflectin#reflectin#




%escription%escriptionreflectin#reflectin#




%escription reflectin#%escription reflectin#hi#hest level ofhi#hest level of


CriteriaCriteria

8181







mastery level ofmastery level ofperformanceperformance




mastery level ofmastery level ofperformanceperformance




CriteriaCriteria

8080


















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Basic TemplateBasic Template

ScaleScale

CriteriaCriteria

'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator 'ndicator'ndicator




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or!shop Participant"s #nthusiasmor!shop Participant"s #nthusiasm

RubricRubric

$%& points'$%& points'&xemplary&xemplary AcceptableAcceptable NeedsNeeds

9ork9ork(etire(etire

:acial:acial

&xpression&xpression

Thou#htThou#ht

,rocess,rocess

2ovement2ovement

OralOral

,articipation,articipation

*right% lit up

'!es not blinking

Focused on

teacher

Wheels in high

gear

+uick% alert

motions

#on,stop on task

talkin

*right% lit up

'!es sometimes

focused onteacher

Wheels in rela-ed

motion

asual motions

"alks hen

needed or told

'!es gla/ed

over and

bloodshot

Wheels are

rust! and

slo

&luggish ( anoccasional

itch

Occasional

grunts

'!es

closed;

)rooping

Wheel isn0t

invented

oma

)rooling

#o sound


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Adapt your rubric to the task at hand.Adapt your rubric to the task at hand.

Apply the scoring system that best suits you.Apply the scoring system that best suits you.

Start small (Start small (keep adding and changing whenkeep adding and changing when

necessary)necessary)

Students should receive the assignmentStudents should receive the assignment

and rubric at the same time.and rubric at the same time.

Remember:


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%etermine appropriate and acceptable evidence of%etermine appropriate and acceptable evidence of

learnin#)learnin#)

2atch the assessment method with the task2atch the assessment method with the task

Show students models for what we are askin# to doShow students models for what we are askin# to do ;ive descriptive feedback about student performance;ive descriptive feedback about student performance

%on+t over


16/16

Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.

Carol Tomlinson

workshop 5 how to construct a rubric

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