Tips For Effective Rubric Design

1. Tips For Effective Rubric Design How to: design a rubric that does its job write precise criteria and descriptors make your rubric student-friendly

2. Expert Input Experts agree: Rubrics are hard to design. Rubrics are time-consuming to design. �A rubric is only as useful as it is good. Using a bad rubric is a waste of time�� --Michael Simkins in �Designing Great Rubrics� Experts disagree: how to design a �good� rubric Bottom line: Is it working for you and for your students? Checklists do not reflect developmental�indicates only presence or lack of a traitChecklists do not reflect developmental�indicates only presence or lack of a trait

3. The Cookie Task: Make a chocolate chip cookie that I would want to eat. Criteria: Texture, Taste, Number of Chocolate Chips, Richness Range of performance: Delicious(14-16 pts) Tasty(11-13 pts) Edible(8-10 pts) Not yet edible(0-7 pts)

4. The Rubric

5. Assess The Cookie Overall score Delicious Tasty Edible Not yet edible By criteria Number of chips Texture Taste Richness

6. Oops, What Went Wrong? Did the �product� match expectations? Effective rubrics don�t exist in a vacuum. The good news�

7. Holistic Or Analytic�Which To Use? HOLISTIC�views product or performance as a whole; describes characteristics of different levels of performance. Criteria are summarized for each score level. (level=degree of success�e.g., 4,3,2,1 or �Tasty�) (criteria= what counts, facets of performance�e.g., research or number of chips or presentation)

8. Holistic Or Analytic? HOLISTIC�pros and cons +Takes less time to create. Well� +Effectively determines a �not fully developed� performance as a whole +Efficient for large group scoring; less time to assess - Not diagnostic - Student may exhibit traits at two or more levels at the same time. An overall judgment. Generally speaking, not recommended for classroom use because of diagnostic limitations. If our goal is to give students feedback on performance, the more specific, the better.An overall judgment. Generally speaking, not recommended for classroom use because of diagnostic limitations. If our goal is to give students feedback on performance, the more specific, the better.

9. Holistic Example Cookie Delicious level (4) Chips in every bite Consistently chewy Even golden brown Buttery, high fat

10. Holistic Or Analytic? Analytic=Separate facets of performance are defined, independently valued, and scored. Example: Music�skill=string improvisation development Facets scored separately: melody; harmonics; rhythm; bowing & backup; confidence

11. Holistic Or Analytic? Analytic�pros and cons +Sharper focus on target +Specific feedback (matrix) +Instructional emphasis -Time consuming to articulate components and to find language clear enough to define performance levels effectively Analytic and holistic can be combined�sum of analytical scores =integration or holistic score. Or add scores and take average for holistic representationAnalytic and holistic can be combined�sum of analytical scores =integration or holistic score. Or add scores and take average for holistic representation

12. Sample Of Analytic Rubric See Packet

13. The Debate Is the whole the sum of its parts? Wiggle room or valid criterion� Overall Development Overall Impression Overall impact (See �purpose�) Thomas Newkirk Weighting Number range (70-74 or 70-79) See Slide #30See Slide #30

14. Tip #1 Don�t make task-specific rubrics. Efficiency issue Two heads or three or four or five� Make one, get two or three or four� �Generalizable� or template rubric Unless you need it for tomorrow� (See Tip #8) If you�re going to invest the effort necessary to make a good rubric, be sure that you can use it in a range of situations. Make a template for kind of product or performance. Adjust accordingly. Departmental, grade level, cross-curricular input Consistency of expectation, language; track students across performancesIf you�re going to invest the effort necessary to make a good rubric, be sure that you can use it in a range of situations. Make a template for kind of product or performance. Adjust accordingly. Departmental, grade level, cross-curricular input Consistency of expectation, language; track students across performances

15. Tip #2 Don�t use generic or �canned� rubrics without careful consideration of their quality and appropriateness for your project. These are your students, not someone else�s. Your students have received your instruction. This is the other extreme of too many task-specific rubrics. A project rubric should not be used to assess everything from a digital montage to a PowerPoint presentation on market economics. Yet, there are excellent resources available for you to adapt. Evaluate the resources available on the Web�don�t just use one because it is �free� and don�t think because it�s in a textbook that it is good! Find the middle ground�a template that you can adjust and tweak according to the specifications of a given task.This is the other extreme of too many task-specific rubrics. A project rubric should not be used to assess everything from a digital montage to a PowerPoint presentation on market economics. Yet, there are excellent resources available for you to adapt. Evaluate the resources available on the Web�don�t just use one because it is �free� and don�t think because it�s in a textbook that it is good! Find the middle ground�a template that you can adjust and tweak according to the specifications of a given task.

16. Tip #3 Avoid dysfunctional detail. ��in most instances, lengthy rubrics probably can be reduced to succinct�more useful versions for classroom instruction. Such abbreviated rubrics can still capture the key evaluative criteria needed to judge students� responses. Lengthy rubrics, in contrast, will gather dust� (Benjamin 23). --Includes wordiness, jargon, negativity This includes educational jargon! Avoid sole adjective descriptors such as �inadequate� and avoid adjectives of �averageness��below, above. The lowest score should describe what a novice, not �bad� performance looks like. Wordiness�often happens when groups devise�includes a little something for everyoneThis includes educational jargon! Avoid sole adjective descriptors such as �inadequate� and avoid adjectives of �averageness��below, above. The lowest score should describe what a novice, not �bad� performance looks like. Wordiness�often happens when groups devise�includes a little something for everyone

17. Tip #4 Limit the number of criteria Well� Don�t combine independent criteria. �very clear� and �very organized� (may be clear but not organized or vice versa). What�s important? What�s important?

18. Tips #5 and #6 Use key, teachable �criteria� (What counts) Don�t vaguely define levels of quality. Concrete versus abstract �poorly organized� (Organization: sharply focused thesis, topic sentences clearly connected to thesis, logical ordering of paragraphs, conclusion ends with clincher) �inventive� �creative� �imaginative� UNLESS� Key Question to ask yourself: What does it look like? Not so much an issue of diction as describing the concrete behaviors and evidence of critical thinking Creativity= uses ideas from others (Developing), modifies ideas implemented by others (Basic), composition is self-generated (Proficient), composition is unique and imaginative(Advanced)--MyraNot so much an issue of diction as describing the concrete behaviors and evidence of critical thinking Creativity= uses ideas from others (Developing), modifies ideas implemented by others (Basic), composition is self-generated (Proficient), composition is unique and imaginative(Advanced)--Myra

19. Tips #5 and #6 Use measurable criteria. --Specify what quality or absence looks like vs. comparatives (�not as thorough as�) or value language (�excellent content�) ---Highlight the impact of the performance --Was the paper persuasive or problem solved? (Note importance of PURPOSE) --What are the traits of effective persuasion? --Be sure that the descriptor is not the criterion and vice versa Actual traits that constitute good or poor persuasion, problem-solving. Be careful not to bury criteria�here is where some people find that their rubrics do not match their expectations�be sure that the descriptor is not a criterion and vice versaActual traits that constitute good or poor persuasion, problem-solving. Be careful not to bury criteria�here is where some people find that their rubrics do not match their expectations�be sure that the descriptor is not a criterion and vice versa

20. Tip #7 Aim for an even number of levels Create continuum between least and most Define poles and work inward List skills and traits consistently across levels 4 or 6 recommended Even recommended for delineating proficiency---Unless you want an equivocal position. Even number requires a decision between almost there and �barebones.� No implied levels.4 or 6 recommended Even recommended for delineating proficiency---Unless you want an equivocal position. Even number requires a decision between almost there and �barebones.� No implied levels.

21. Tip #8 Include students in creating or adapting rubrics Consider using �I� in the descriptors I followed precisely�consistently�inconsistently�MLA documentation format. I did not follow MLA documentation format. You may also want students to self-assess and even use highlighters to document their claims.You may also want students to self-assess and even use highlighters to document their claims.

22. Tip #9 Motivate students to use rubric. Instructional rubric (�Buy one, get one��) �At their very best, rubrics are also teaching tools that support student learning�� (Andrade 13). Do they understand the criteria and descriptors? How do you know? When do you give the rubric to your students? In their hands at beginning. Use as revision tool. Give a quiz (Veronika!) Add self-assess column and defense piece or use as revision activity�highlight where it isIn their hands at beginning. Use as revision tool. Give a quiz (Veronika!) Add self-assess column and defense piece or use as revision activity�highlight where it is

23. Tip #10 Provide models of the different performance levels. Have students list criteria for �What Counts.� Prompt them to think about any criteria they have missed and add them yourself. After class, combine criteria�create categories, making sure not to bury criteria that you want to emphasize.Have students list criteria for �What Counts.� Prompt them to think about any criteria they have missed and add them yourself. After class, combine criteria�create categories, making sure not to bury criteria that you want to emphasize.

24. The Assignment Sheet Don�t forget the importance of the assignment sheet Connection to rubric (Use same language!) The lawyers in your class �But the rubric doesn�t say that�� Project/paper/presentation must meet all requirements of assignment Due date and late penalty Format requirements Non-negotiables Skills and reasonable expectations

25. Don�t Forget the Check-in Stage Use your rubric as a formative assessment to give students feedback about how they are doing. Isolate a particularly challenging aspect Have student isolate an area of difficulty Center revision instruction around rubric

26. Steps in Developing a Rubric Design backwards�rubric first; then product/performance. Decide on the criteria for the product or performance to be assessed. Write a definition or make a list of concrete descriptors�identifiable-- for each criterion. Develop a continuum for describing the range of performance for each criterion. Keep track of strengths and weaknesses of rubric as you use it to assess student work. Revise accordingly. Step back; ask yourself, �What didn�t I make clear instructionally?� The weakness may not be the rubric. See �cookie�See �cookie�

27. 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 Eliminate criteria that do not reflect your assignment. Eliminate criteria that do not reflect your assignment.

28. It�s hard work� Expect to revise�and revise� One problem is that the rubric must cover all potential performances; each should fit somewhere on the rubric. �There are no final versions, only drafts and deadlines.� When you�ve got a good one, SHARE IT!

29. When to use these rubrics Usually with a relatively complex assignment, such as a long-term project, and essay, or research-based product. Informative feedback about work in progress Detailed evaluations of final projects

30. The Mini-Rubric These are the quick ones. Fewer criteria and shorter descriptions of quality Yes/no checklists Describe proficient level of quality and leave other boxes for commentary during grading. Use for small products or processes: Poster Outline Journal entry Class activity

31. Mini-rubric Example Vocabulary Poster Purpose: to inform Content criterion (50%) 4 3 2 1 ____written explanation of denotation�accuracy/thoroughness ____examples in action�accuracy/variety ____visual symbol or cartoon conveys word meaning� accuracy/clarity ____wordplay---weighs synonyms for subtleties of meaning--accuracy/thoroughness Presentation criterion (50%) 4,3,2,1--neat 4,3,2,1--clear organizational pattern 4,3,2,1--no error in Conventions 4,3,2,1--uses visual space to catch and hold attention Score= Content__+Presentation___divided by 2=______GRADE Comments: Content criteria repeats phrasing on assignment sheet. Comments allows teacher to �justify� any score not a �4.� Content criteria repeats phrasing on assignment sheet. Comments allows teacher to �justify� any score not a �4.�

32. Miscellaneous Suggestions #1--Describe proficient level of quality and leave other boxes for commentary during grading. #2--�Box� the acceptable�proficient�level #3--Translate the rubric�s 4,3,2,1 into number that represents middle of grade range (e.g., B=84) OR, give a point range (e.g., A=90 (indicates just made category) BUT A=95 (indicates solid in category As long as students understand the weighting, the points, etc. As long as students understand the weighting, the points, etc.

33. Caution Don�t let the rubric stand alone: ALWAYS, ALWAYS provide specific �Comments� on your rubric and/or on the student product itself.