Goodrich 1997 Understanding Rubrics

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Educational Leadership

December 1996/January 1997 | Volume 54| Number 4

Teaching for Authentic Student PerformancePages 14-17

http://!asc"!org/publ#cat#ons/e"ucat#onal-lea"ersh#p/"ec96/$ol%4/num&4/'n"erstan"#ng-(ubr#cs!asp)*1/+/1+

Understanding RubricsHeidi Goodrich

Authentic assessments tend to use rubricsto describe student achievement. At last, here's clarity on the term.

,$ery t#me #ntro"uce rubr#cs to a group o. teachers the react#on #s the same #nstant appeal 02es th#s #s hat nee"3 .olloe"

closely by pan#c 05oo" gr#e. ho can be e)pecte" to "e$elop a rubr#c .or e$eryth#ng! hen you learn hat rubr#cs "o an" hy

you can create an" use them to support an" assess stu"ent learn#ng #thout los#ng your san#ty!

hat !s a Rubric"

8 rubr#c #s a scor#ng tool that l#sts the cr#ter#a .or a p#ece o. or or hat counts 0.or e)ample purpose organ#at#on "eta#ls

$o#ce an" mechan#cs are o.ten hat count #n a p#ece o. r#t#ng; #t also art#culates gra"at#ons o. #gure 1 0a"apte" .rom Per#ns et al! 1994 l#sts the cr#ter#a an" gra"at#ons o.


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&riteria uality

D#" get my au"#ence@s

attent#on

Creat#$e beg#nn#ng For#ng beg#nn#ng No beg#nn#ng

D#" tell hat #n" o. boo =ells e)actly hat type o. boo #t #s Not sure not clear D#"n@t ment#on #t

D#" tell someth#ng about

the ma#n character

nclu"e" .acts about character El#" o$er character D#" not tell anyth#ng about ma#n

character

D#" ment#on the sett#ng =ells hen an" here story taes

place

Not sure not clear D#"n@t ment#on sett#ng

D#" tell one #nterest#ng

part

Ba"e #t soun" #nterest#ngG ant to

buy #t3

=ol" part an" s#ppe" on to

someth#ng else

>orgot to "o #t

D#" tell ho m#ght l#e the

boo

D#" tell E#ppe" o$er #t >orgot to tell

o "#" loo a#r combe" neat clean clothes

sm#le" looe" up happy

Hay loo Just-got-out-o.-be" loo hea"

"on

o "#" soun" Clear strong cheer.ul $o#ce No e)press#on #n $o#ce D#..#cult to un"erstan"G6-#nch

$o#ce or screech#ng

Ti%s on +esigning Rubrics

8nn@s rubr#c #s poer.ul because #t art#culates the character#st#cs o. a goo" boo tal #n stu"ents@ on or"s! t also "emonstrates

some o. the "#..#cult#es o. "es#gn#ng a goo" rubr#c!

Perhaps the most common challenge #s a$o#"#ng unclear language such as creat#$e beg#nn#ng! . a rubr#c #s to teach as ell as

e$aluate terms l#e these must be "e.#ne" .or stu"ents! 8"m#tte"ly creatie#s a "#..#cult or" to "e.#ne! 8nn han"le" th#s problem

by ha$#ng a "#scuss#on o. hat the term creat#$e beg#nn#ng meant #n boo tals! Patr#c#a Crosby an" Pamela e#n both 7th

gra"e teachers sol$e" the same problem #n a rubr#c .or oral presentat#ons by actually l#st#ng ays #n h#ch stu"ents coul" meet the

cr#ter#on 0.#g! +! =h#s approach pro$#"es $aluable #n.ormat#on to stu"ents on ho to beg#n a tal an" a$o#"s the nee" to "e.#ne

elus#$e terms l#e creatie!

#igure 0. Rubric for an 1ral Presentation

&riterion uality

5a#ns

attent#on o.

au"#ence

5#$es "eta#ls or an amus#ng .act a ser#es o.

#gure + a$o#"s

or"s l#e !oringby "escr#b#ng hat as "one "ur#ng a so-so beg#nn#ng o. a tal an" #mpl#c#tly compar#ng #t #th the h#ghest le$el o.

or e)ample >#gure 4

shos part o. a rubr#c .or e$aluat#ng a scrapboo that "ocuments a story! =h#s approach ten"s to or ell as long as you aren@t

too r#g#" about #t! (#g#"#ty can ha$e amus#ng results: Ane stu"ent rote out the loest le$el o.


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&riterion uality

5#$es enough

"eta#ls

2es put #n enough "eta#ls to g#$e the

rea"er a sense o. t#me place an"

e$ents!

2es put #n some "eta#ls but

some ey "eta#ls are m#ss#ng!

No "#"n@t put #n enough

"eta#ls but "#" #nclu"e a

.e!

No ha" almost

no "eta#ls!

hat to +o 1nce ou've &reated Rubrics

Creat#ng rubr#cs #s the har" part us#ng them #s relat#$ely easy! Ance you@$e create" a rubr#c g#$e cop#es to stu"ents an" as themto assess the#r on progress on a tas or pro?ect! =he#r assessments shoul" not count toar" a gra"e! =he po#nt #s .or the rubr#c to

help stu"ents learn more an" pro"uce better .#nal pro"ucts so #nclu"#ng sel.-assessments #n gra"es #s unnecessary an" can

comprom#se stu"ents@ honesty!

8lays g#$e stu"ents t#me to re$#se the#r or a.ter assess#ng themsel$es an" then ha$e them assess one another@s or! Peer

assessment taes some gett#ng use" to! ,mphas#e the .act that peer assessment l#e sel.-assessment #s #nten"e" to help

e$eryone "o better or! 2ou may nee" to hol" stu"ents accountable .or the#r assessments o. a classmate@s or by ha$#ng them

s#gn o.. on the rubr#c they use! 2ou can then see ho .a#r an" accurate the#r .ee"bac #s an" you can as .or e$#"ence that

supports the#r op#n#ons hen the#r assessments "on@t match yours! 8ga#n g#$#ng t#me .or re$#s#on a.ter peer assessment #s cruc#al!

Parents can use rubr#cs to help the#r ch#l"ren #th the#r homeor! >#nally hen you assess stu"ent or use the same rubr#c that

as use" .or sel.- an" peer assessment! hen you han" the mare" rubr#c bac #th the stu"ents@ or they@ll no hat they "#"

ell an" hat they nee" to or on #n the .uture!5ra"#ng 0#. you must #s also relat#$ely easy #th rubr#cs! 8 p#ece o. or that re.lects the h#ghest le$el o.

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Goodrich 1997 Understanding Rubrics