Rubrics

1
Rubrics

• Source Schultz, K. A. (2004). Rubrics
  Roadmaps to
• success. Educational Leadership, 58(4).

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What is a Rubric?

• Set of scoring criteria
• For evaluating work (performance or product) and
• For giving feedback

3
Rubrics . . .

• Help define excellence and plan how to help
  students achieve it
• Communicate what constitutes excellence and how
  to evaluate their own work
• Communicate goals and results to parents
• Help teachers be accurate, unbiased and
  consistent in scoring

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Reasons for Rubrics

• Scoringvalidly and reliably
• Focus instruction---intentionally
• Guide feedback---descriptively
• Characterize desired results---objectively
• Operationalize performance standards---purposefull
  y
• Develop self-assessment competence---constantly
• Involve students---thoughtfully

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Components

• Performance Element
• major, critical attributes which focus upon best
  practice
• Scale
• possible points to be assigned (high to low)
• Criteria
• conditions of performance that must be met for it
  to be considered successful
• Standard
• description of how well criteria must be met for
  good performance
• Descriptors
• statements that describe each level of
  performance
• Indicators
• specific examples of what to look for at each
  level

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Creating a Rubric

• List all criteria
• Prioritize according to importance
• Weight items (if desired)
• Create achievement levels (2 to 4)

Class Keyboarding Class Keyboarding Class Keyboarding
Unit Business Letters Unit Business Letters Unit Business Letters
Importance Criteria Weight
3 Style 1
5 Margins 1
2 Proofing 2
4 Spacing 1
1 Parts 2
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Sample Rubric
Criteria Wt Score Mailable (3) Unmailable (1)
Style 1 Correct followed directions Appropriate but not style desired
Margins 1 Balanced - standard Unbalanced work in corner
Spacing 1 Appropriate standard and consistent Inappropriate inconsistent
Parts 2 Complete and in proper position and order Incomplete out of order out of position extra
Proofing 2 Perfect Errors
TOTAL TOTAL 20 -21 A 16-19 B 12-15 C 8-11 D 20 -21 A 16-19 B 12-15 C 8-11 D
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Challenges

• Forget to list criteria
• Achievement levels are not descriptive enough
• Time consuming to create

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Benefits

• Grading time is reduced
• Guidelines are clear
• Assessment is more valid
• Reliability is increased
• Student ownership of outcome increases

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Web Resources

• Kathy Schrocks Guide for Educators
• RubiStar
• Teachnology