Rubric Design

1. Rubric Design Denise White Office of Instruction WVDE

2. How Do We Assess?

3. How Do We Assess? • Tests and quizzes that include constructed-response items? • Reflective assessments (reflective journals, think logs, peer response groups, interviews)? • Academic prompts with a FAT-P (audience, format, topic, purpose) clearly stated? • Culminating performance assessment tasks and projects?

4. Why Rubrics? A rubric is one authentic assessment tool which is designed to simulate real life activity where students are engaged in solving real-life problems.

5. Why Rubrics? A rubric is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.

6. Why Rubrics? When a rubric is well-defined, learners know exactly what is expected of them and how they can achieve the top grade.

7. What is a Rubric? A rubric is a scoring guide that enables the teacher to make reliable judgments about student work and allows students to self-assess.

8. A Rubric … • is based on a continuum of performance quality, built upon a scale of different possible score points to be assigned • identifies the key traits or dimensions to be examined and assessed • provides key features of performance for each level of scoring (descriptors) which signify the degree to which the criteria have been met

9. Checking for Validity • Validity requires that all of these elements be aligned: • The understandings/learning goals/power standards • Performance objectives (Know-Do) • Driving question • Performance Task(s) • Student products/performances • Assessment criteria

10. How Do I Start? Make a list of the things you want students to accomplish as a result of your instruction. 2. Decide what type of rubric you want to use.

11. Types of Rubrics • Criterion-based Performance Lists • Holistic Rubrics • Analytic Trait Rubrics

12. Criterion-based Performance Lists – Page 181 • List the criteria, elements, or traits of a performance • May have point values assigned to each item on the list • Do not contain a detailed description of the performance levels • May be judged using Yes or No

13. Academic Prompt You are a restaurant critic who has been assigned the task of evaluating your waitperson. With a partner (or as a group) design a checklist of qualities upon which you would judge a waitperson’s performance.

14. Criterion-based Performance Checklist Yes No Promptly greets patron   Attentive to patron’s needs   Courteous   Friendly, but not overly so   Delivers the food while still hot   Gets the order right   Calculates the check correctly  

15. Holistic Rubric – Page 182 • Provides an overall impression of a student’s work • Yields a single score for a product or performance • Is well-suited to judging simple products or performances • Does not provide a detailed analysis of the strengths and weaknesses

16. Academic Prompt The editor of the restaurant magazine is not satisfied with the checklist and has asked for you to create a holistic rubric with which to give the waitperson a score from 3 to 1. Take the criterion-based performance checklist and use it to help you determine the levels in your holistic rubric.

17. Holistic Rubric

18. Analytic-Trait Rubric – Page 183 • Divides the product or performance into distinct traits and judges each separately • Is better suited to judging complex performances involving several dimensions • Provide more specific information or feedback • Helps students better understand what quality of work is expected. • Is more time-consuming to learn and apply

19. Academic Prompt After seeing your evaluation of his wait staff in the magazine, the owner of the restaurant asks you to design an analytic-trait rubric by which he can assess his people. Use the information from your checklist and from your holistic rubric to create this assessment.

20. Analytic-Trait Rubric

21. Examples

22. Collaboration Rubric 20% 20% 20% 40%

24. 7th Grade Math Rubric – Graphic Representations

25. This Is My Country! Criterion-Based Performance List Yes No Points  Student has chosen a name for their new  country. (5 points) Student has identified five requirements  for citizenship. (10 points total, 2 points each) Student has justified the reason for each  of the five requirements. (10 points total, 2 points each) Student has presented the requirements  to a small group of students. (5 points) Total Points /30 Final Grade _________

26. How Do Rubrics Change Instruction? • The teacher commits to teaching quality. • The teacher commits to assisting the student self-assess. • The focus is on each product and/or performance. • The labels are removed from students. • Specificity appears in all communications. • Everyone gives and receives feedback.

27. To Design a Rubric… • Identify exactly what you are assessing. • Identify the characteristics of what you are assessing. • Describe the best work you could expect using these characteristics. This is the top category (4). • Describe the worst acceptable work. This is the lowest acceptable (2). • Describe unacceptable work. This is the lowest category (1). • Develop descriptions of the intermediate work (3).

28. Steps in Modifying a Canned Rubric • Find a rubric that most closely matches your performance task. • Evaluate and adjust to reflect your instruction, language, expectations, content, students • Criteria • Descriptors • Performance levels

29. Remember … The rubric that you choose to use must assess what you set out to assess. Align your goals and your assessment for a true picture of what the student can do. Show the rubric to the students BEFORE they start to work on the product or performance.

30. Questions?