Creating Quality Rubrics: 4 Central Questions about Rubrics

1. Creating Quality Rubrics:4 Central Questions about Rubrics What is a Rubric? Why use a Rubric? How do you make a Rubric? How do you evaluate the effectiveness of a rubric?

2. 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.

3. Two Types of Rubrics • 1.) Analytic Rubrics=used 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)

4. Analytic Rubric (Mertler, 2001)

5. Holistic Rubrics • Holistic Rubric=“requires 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

6. Holistic Rubric

7. 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 teacher’s expectations for the assignment. *rubrics provide feedback to the student. (Moscal, 2000)

8. Central Question How do I make a rubric?

9. 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)

10. 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)

11. Rubric Websites: View models, rubric outlines, sample rubrics, etc. • http://rubistar.4teachers.org/index.php • http://school.discovery.com/schrockguide/assess.html • 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/

12. 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)

13. 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 can’t make clear distinctions, then the criteria probably overlaps too much. So make adjustments. (Andrade, 2000)

14. 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)

15. 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)

16. 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)

17. 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.

18. 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.

19. References • http://rubistar.4teachers.org/index.php • http://school.discovery.com/schrockguide/assess.html • 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/

20. References Continued... • 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.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?v=7&v=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?v=7&n=10 • Mueller, Jon (2006) Authentic Assessment toolbox. Retrieved March 13, 2006 from http://jonathan.mueller.faculty.noctrl.edy/toolbox/index.htm • Popham, W. James. (2005). Classroom Assessment. (pp. 195-197) Boston: Pearson Education, Inc.