Creating Quality Rubrics: 4 Central Questions about Rubrics

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Creating Quality Rubrics4 Central Questions
about Rubrics

1. What is a Rubric?
2. Why use a Rubric?
3. How do you make a Rubric?
4. How do you evaluate the effectiveness of a rubric?

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What is a Rubric?

• Rubrics are formally defined as scoring guides,
  consisting of specific pre-established
  performance criteria, used in evaluating student
  work on performance assessments. (Mertler,
  2001).
• Basically, a scoring guide.

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Two Types of Rubrics

• 1.) Analytic Rubricsused when the teacher
  scores separate, individual parts of the product
  or performance first, then sums the individual
  scores to obtain a total score. (Mertler, 2001)

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Analytic Rubric (Mertler, 2001)
Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics 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
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Holistic Rubrics

• Holistic Rubricrequires the teacher to score
  the overall process or product as a whole,
  without judging the components separately.
  (Mertler, 2001)
• Usually used to make quick judgments on smaller
  tasks such as homework (Mertler, 2001)
• Its best to use only a few judgments with a
  holistic rubric.
• Exp. Score using 1-5 or Satisfactory,
  Unsatisfactory, or Unattempted

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Holistic Rubric
Table 1Template for Holistic Rubrics Table 1Template for Holistic Rubrics
Score Description
5 Demonstrates complete understanding of the problem. All requirements of task are included in response.
4 Demonstrates considerable understanding of the problem. All requirements of task are included.
3  Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted. (Mertler, 2001)
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Why use a rubric?

• Rubrics can help students and teachers.
• Teachers
• rubrics serve as justification for grades.
• rubrics break down grading criteria to make
  grading easier for the teacher.
• Students
• rubrics explain the teachers expectations for
  the assignment.
• rubrics provide feedback to the student.
• (Moscal, 2000)

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Central Question

• How do I make a rubric?

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How do I make a 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 Popam, 2005)

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1. Look at Models

• First, look at rubrics made by other people to
  get an idea of what fits your classroom.
• Visit websites to view models.
• Show students models of exemplary work and models
  of unsatisfactory work samples.
  (Andrade, 2000)

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Rubric Websites View models, rubric outlines,
sample rubrics, etc.

• http//rubistar.4teachers.org/index.php
• http//school.discovery.com/schrockguide/assess.ht
  ml
• http//www.teach-nology.com/web_tools/rubrics/
• http//www.rubrics4teachers.com/
• http//www.ncsu.edu/midlink/ho.html
• http//www.teachervision.fen.com/teaching-methods/
  rubrics/4521.html
• http//www.rubrics.com/

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2. List Criteria

• Make a list of what counts on the project.
• Use simplified language.
• Make sure the criteria is relevant to the
  assignment. (Andrade, 2000 Popam, 2005)

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3. Pack and Unpack Criteria

• Go back and review the criteria you listed and
  see if anything overlaps or you may find
  something you left out.
• Try to make clear distinctions between each
  criterion.
• If you cant make clear distinctions, then the
  criteria probably overlaps too much. So make
  adjustments. (Andrade, 2000)

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4. Articulate levels of Quality

• Decide on different levels of quality for each
  criterion. The rubric needs to include
  descriptors that explain each graded criteria.
• For example to receive maximum credit for
  spelling, the essay must contain 2 or less
  spelling errors.
• (Andrade, 2000)

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5. Create a Draft Rubric

• Just like the students work, first drafts
  usually need some revising.
• The draft will require some time to create.
• Expect to make adjustments to the draft.
• (Andrade, 2000)

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6. Revise the Draft

• Go back and read over your criteria and the
  levels of quality. Look to see if more
  explanation is needed, adjustment of points,
  separate overlapping criteria, etc.
• Ask students and teachers for suggestions on
  improving the rubric.
• Revise again after you use it in class, you may
  discover ways to make it better after you put it
  into use. (Andrade,
  2000)

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How do you evaluate the effectiveness of a rubric?

• 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 a student to explain their grade to you.
  What needs work? What went well? If they can do
  all of this, the rubric did its job.

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Conclusions About Rubrics

• 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.

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References

• http//rubistar.4teachers.org/index.php
• http//school.discovery.com/schrockguide/assess.ht
  ml
• http//www.teach-nology.com/web_tools/rubrics/
• http//www.rubrics4teachers.com/
• http//www.ncsu.edu/midlink/ho.html
• http//www.teachervision.fen.com/teaching-methods/
  rubrics/4521.html
• http//www.rubrics.com/

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References Continued...

• Andrade, Heidi Goodrich. (2000)Using rubrics to
  promote thinking and learning. Retrieved February
  23, 2006 from ASCD website http//ascd.org/readin
  groom/edlead/0002/andrade.html
• Mertler, Craig A. (2001). Designing scoring
  rubrics for your classroom. Practical Assessment
  Research and Evaluation, 7(25). Retrieved March
  13, 2006 from http//pareonline.net/getvnasp?v7v
  25
• Moskal, Barbara M. Leydins, Jon A. (2000).
  Scoring rubric development validity and
  reliability. Practical Assessment Research and
  Evaluation, 7(10). Retrieved from
  http//pareonline.net/getvnasp?v7n10
• Mueller, Jon (2006) Authentic Assessment toolbox.
  Retrieved March 13, 2006 from http//jonathan.muel
  ler.faculty.noctrl.edy/toolbox/index.htm
  
• Popham, W. James. (2005). Classroom Assessment.
  (pp. 195-197) Boston Pearson Education, Inc.