Using Rubrics as a Means of Performance Assessment

1
Using Rubrics as a Means of Performance Assessment

• Sarah Miller
• FDN 5560, Spring 2005
• Click HERE to return to the Documentation

2
Definition of Performance Assessment

• An approach to measuring a students status
  based on the way that the student completes a
  specified task (Popham, 2005, p. 177)
• Means different things to different teachers
  short answer questions, artistic critique, scene
  performance

3

• The most common way to judge performance-oriented
  responses is by using a scoring procedure called
  a RUBRIC

4
Definition of Rubric

• Set of scoring guidelines for evaluating
  students work (Whitcomb, 1999, p.26)
• A set of criteria, usually ranging from
  performance that is considered unacceptable to
  minimal through progressive stages which
  eventually defines that which is observable
  superior performance
• (Callison, 2000, p. 34)

5
What do rubrics look like?

• Constructed using a grid pattern
• Evaluation skill levels or learning targets are
  listed in the left-hand column
• Levels of performance are listed across the top
  of the grid
• 3 5 levels of performance can be selected per
  rubric
• Try to limit learning targets to a reasonable
  number, one youre willing to grade!

6
Sample Rubric Monologue Performance
Criteria Well Above Standard Above Standard At Standard Meets Some Standards Below Standard
Lines are memorized
Stage movement is evident
Rehearsal time used effectively
Characterization is evident
7
Additional Performance Descriptors

• Excellent, Satisfactory, Unsatisfactory
• Strong, Developing, Limited
• In-Progress, Novice, Intermediate, Advanced
• Numbers 1, 2, 3, 4, 5
• Letter grades A, B, C, D, F

8
Key to rubric-writing success

• Should be based on the learning targets that each
  instructional unit intends to achieve
• MUST be generated prior to instructional planning

9
Four Types of Rubrics

• Analytical
• Gives points to each response on a
  criterion-by-criterion basis
• Holistic
• Awards a single, overall response to all of the
  evaluative criteria as a whole
• Primary Trait
• Focuses on a specific trait or feature (i.e.
  memorization, use of color, etc)
• Developmental Continuum
• Evaluates learning using several points or
  stages of development over time (Phillip, 2002,
  p. 27)

10
Most important features of a rubric, Popham (2005)

• The number of criteria used to determine the
  quality of a students response
• Whether the rubric will be scored holistically
  or analytically

11
Most important features of a rubric, Callison
(2000)

• Structuring the feedback on the rubric so that
  the students know how close they are to the
  highest level of achievement
• Providing the rubric to the students at the
  beginning of the instructional unit

12
Most important features of a rubric, Stefl-Mabry
(2004)

• All of the important elements of the learning
  targets should be included on the rubric
• The ultimate purpose of a rubric is to improve
  performance (p. 22) by clarifying expectations
  for both students and parents

13
Popham, Callison, and Stefl-Mabry agree on one
important feature

• The evaluative rating levels of a rubric should
  be
• Descriptive
• Distinct
• Comprehensive

14
Rubrics are multi-purpose

• Gives clear and succinct definition of what an
  expected standard is for a given age group and
  task
• Clearly identifies what is acceptable and
  unacceptable completion of that task
• Helps students and parents understand the
  expectations of a given assignment
• Helps students understand what they must do to
  achieve a top-level in a given standard

15
Yup, Rubrics are still multi-purpose

• Helps teachers maintain consistency in grading
  methods
• Enhances partnership between parents and the
  school
• Demystifies the grading experience for students
• Helps students learn what to work towards in each
  instructional unit
• Helps teachers intervene quickly when a student
  falters or seems uncertain about how to do the
  work

16
How do you write a rubric?

• Multiple approaches to writing rubrics
• Experts list as many as 11 and as few as 5 steps
  to use
• Its like riding a bike
• Need lots of practice to catch your balance
  with writing rubrics
• You might fall off the rubric-writing bike hop
  back on and try again
• Be adventurous try different paths until you
  find the ones that work best for you

17
Rubric-writing steps from Stefl-Mabry (2004),
Phillip (2002), and Popham (2005)

• Identify the intended outcome/skill
• Make sure the skill (or skills) to be assessed
  are significant
• Determine what student performance would
  demonstrate the achievement of the skill/outcome
• Choose the type of rubric to use
• Critically evaluate the rubric does it match
  your learning targets?
• Match the length of the rubric to your own
  tolerance for detail

18
PROS AND CONS OF RUBRICS

• CONS
• Rubrics that lack clarity can create chaos and
  confusion among students
• Takes time practice to learn to write good
  rubrics
• Letter grades are still being used

• PROS
• Forces teachers to increase focus on
  instructional content and learning targets
• Improves teacher consistency and objectivity
• Gives students a clearer understanding of their
  progress

19
Rubrics in the Fine Arts Classrooms

• Historically, traditional grading has been
  difficult in fine arts classes
• Standardized tests do not accurately reflect
  performance values
• Conflict between which to emphasize process or
  product
• Subjective nature of both process and product
  can lead to inconsistency in grading
• Rubrics enable teachers to judge both process and
  product

20
Rubrics in the Fine Arts Classrooms

• Helps makes grading of subjective performances
  more objective, equitable, and accurate
• Enables teachers to create evaluative standards
  for multiple areas such as demonstrations,
  artistic critiques, working exhibitions,
  rehearsals, practice sessions, sketch books,
  singing on pitch, playing instructional games,
  monologues, playing correct rhythms, scene work,
  solo or group singing, audience etiquette, scenic
  design, etc.

21
Rubric Resources

• www.rubrics.com
• http//rubistar.4teachers.org/index.php
• www.rubrics4teachers.com
• www.teach-nology.com/web_tools/rubrics
• www.4teachers.org

22
Rubrics the bottom line

• They examine the student in the actual process
  of learning (Rose, 1999, p. 30)
• They provide an evaluation grid or map so the
  learner knows what is expected and what will be
  evaluated (Callison, 200, p. 35)
• Provides a checklist for success for students,
  parents, and teachers