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Effective Rubrics
Help guide student work Help teachers assess
student products Help teachers develop
classroom instructional activities
Experts say Rubrics are:
Scoring Guides with specific pre-established performance criteria
(Mertler, 2001).
Analytic Rubrics
Most commonly used Teacher scores individual parts Sums individual scores to obtain total
(Moskal,2000; Mertler, 2001).
(Mueler, 2006).
Table 2: Template for analytic rubrics
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Criteria #1 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #2 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #3 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #4 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of perform
Holistic Rubrics
Not as common Teacher scores the overall process or product as a whole Does not judge components separately “Usually used to make quick judgments on smaller tasks such as
homework” Its best to use only a few judgments with a holistic rubric.
Exp. Score using 1-5 or Satisfactory, Unsatisfactory, or Unattempted
(Mertler, 2001)
Sample Holistic Rubric
Table 1:Template for Holistic Rubrics
Score
Description
5Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4Demonstrates considerable understanding of the problem. All
requirements of task are included.
3 Demonstrates partial understanding of the problem. Most
requirements of task are included.
2Demonstrates little understanding of the problem. Many
requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted.
Benefits of Rubrics
Teachers: rubrics serve as justification for grades. rubrics break down grading criteria to make
grading easier for the teacher.Students: rubrics explain the teacher’s expectations for
the assignment. rubrics provide feedback to the student.
Steps to Creating the Rubric
1. Look at models.
2. List criteria.
3. Pack and Unpack Criteria.
4. Articulate levels of quality.
5. Create a draft rubric.
6. Revise the draft rubric. (Andrade, 2000)
Evaluating Your Creation
Ask a fellow teacher to review the rubric for overlapping, and unclear descriptors.
Ask a fellow teacher to grade a sample with the rubric and see if your scores are similar.
Ask the students that used the rubric if it was clear and easy to understand.
Ask students to explain their grade to you. What needs work? What went well? If they can do all of this, the rubric did its job.
How to improve the rubric
Must adhere to Popham’s seven rules for effectiveness
Must be connected to the skills being addressed by the learning targets of the subject
The skills measured on the rubric must be those that can be addressed instructionally
The length of the rubric should be limited to as few criteria as possible
Conclusions
Rubrics can benefit teachers and students. There are different types of rubrics for
different types of assessments. Rubrics can be revised and edited to fit
multiple assessments. They get easier to make with practice.
Journey Into Cyberspace
Authentic Assessment Toolbox
http://ozpk.tripod.com/01rubric Rubistar
http://rubistar.4teachers.org/index.php A collection of rubric sites http://www.tnellen.com/cybereng/38.html#rubrics
Get Creative
With your team, investigate the lesson plans and rubric sites to develop your unit of study.
Lesson Plan Search
http://www.lessonplansearch.com/Rubrics/
Resources
Andrade, Heidi Goodrich. (2000)Using rubrics to promote thinking and learning. Retrieved February 23, 2006 from ASCD website: http://ascd.org/readingroom/edlead/0002/andrade.htmlMertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment Research & Evaluation, 7(25). Retrieved March 13, 2006 from http://pareonline.net/getvnasp?v=7&n=25Moskal, Barbara M. & Leydens, Jon A.(2000).Scoring rubric development: validity and reliability. Practical Assessment, Research & Evaluation, 7(10). Retrieved March 13, 2006 from http://pareonline.net/getvnasp?v=7&n=10Mueller, Jon (2006) Authentic assessment toolbox. Retrieved March 13, 2006, from http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htmPopham, W. James.(2005) Classroom Assessment. (pp.195-197) Boston: Pearson Education, Inc.Rubik’s cube. (2006) Retrieved April 3, 2006 from Wikipedia website: http://en.wikipedia.org/wiki/Rubik's_CubeWalvoord, Barbara & Anderson, Virginia (1998) Rubrics: Appendix A: sample rubrics for student classroom work. TLT Group starter kit workbook. Retrieved March 13, 2006, from The TLT Group website: http://www.tltgroup.org/resources/flashlight/rubrics.htm