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Expert Input. Experts agree:Rubrics are hard to design.Rubrics are time-consuming to design.
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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 developmentalindicates only presence or lack of a traitChecklists do not reflect developmentalindicates 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 dont exist in a vacuum.
The good news
7. Holistic Or AnalyticWhich To Use? HOLISTICviews product or performance as a whole; describes characteristics of different levels of performance. Criteria are summarized for each score level.
(level=degree of successe.g., 4,3,2,1 or Tasty)
(criteria= what counts, facets of performancee.g., research or number of chips or presentation)
8. Holistic Or Analytic? HOLISTICpros 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: Musicskill=string improvisation development
Facets scored separately: melody; harmonics; rhythm; bowing & backup; confidence
11. Holistic Or Analytic? Analyticpros 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 combinedsum of analytical scores =integration or holistic score.
Or add scores and take average for holistic representationAnalytic and holistic can be combinedsum 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 Dont 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 youre 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 youre 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 Dont use generic or canned rubrics without careful consideration of their quality and appropriateness for your project.
These are your students, not someone elses.
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 Webdont just use one because it is free and dont think because its in a textbook that it is good!
Find the middle grounda 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 Webdont just use one because it is free and dont think because its in a textbook that it is good!
Find the middle grounda 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 succinctmore 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 averagenessbelow, above. The lowest score should describe what a novice, not bad performance looks like.
Wordinessoften happens when groups deviseincludes a little something for everyoneThis includes educational jargon! Avoid sole adjective descriptors such as inadequate and avoid adjectives of averagenessbelow, above. The lowest score should describe what a novice, not bad performance looks like.
Wordinessoften happens when groups deviseincludes a little something for everyone
17. Tip #4 Limit the number of criteria
Well
Dont combine independent criteria.
very clear and very organized (may be clear but not organized or vice versa). Whats important? Whats important?
18. Tips #5 and #6 Use key, teachable criteria (What counts)
Dont 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 criteriahere is where some people find that their rubrics do not match their expectationsbe 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 criteriahere is where some people find that their rubrics do not match their expectationsbe 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 preciselyconsistentlyinconsistentlyMLA 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 activityhighlight 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 activityhighlight 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 criteriacreate 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 criteriacreate categories, making sure not to bury criteria that you want to emphasize.
24. The Assignment Sheet Dont forget the importance of the assignment sheet
Connection to rubric (Use same language!)
The lawyers in your class
But the rubric doesnt 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. Dont 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 backwardsrubric 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 descriptorsidentifiable-- 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 didnt I make clear instructionally? The weakness may not be the rubric. See cookieSee 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. Its hard work Expect to reviseand 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 youve 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 denotationaccuracy/thoroughness
____examples in actionaccuracy/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 acceptableproficientlevel
#3--Translate the rubrics 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 Dont let the rubric stand alone: ALWAYS, ALWAYS provide specific Comments on your rubric and/or on the student product itself.