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Designing Rubrics

Designing Rubrics. Making Rubrics and Making them Work. What is a rubric?. A rubric is a lesson in quality. A public declaration of expectations. A communication tool. A self-assessment tool for learners. A gauge for examining performance. A self-fulfilling prophecy. Expert Input.

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Designing Rubrics

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  1. Designing Rubrics Making Rubrics and Making them Work

  2. What is a rubric? • A rubric is a lesson in quality. • A public declaration of expectations. • A communication tool. • A self-assessment tool for learners. • A gauge for examining performance. • A self-fulfilling prophecy.

  3. 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?

  4. The parts of a rubric:

  5. Standards of Excellence • Degrees of quality. • Even number. • Language or numbers. • Weighting.

  6. Criteria • The specific areas for assessment. • Focus areas for instruction. • Clear and relevant. • Age appropriate. • Form and function represented.

  7. Indicators • Descriptors of level of performance for the criteria. • Clear, observable language. • Clear to the learner. • Examples for learners.

  8. 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)

  9. 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.

  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

  12. The Whole is the Sum of Its Parts • P = parts • W = whole • P + P + P = W

  13. How do rubrics alter 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.

  14. An even number of standards of excellence. Clear essential criteria. Realistic number of criteria. Explicit, observable indicators. If points… clear to students up front. The sequence of criteria is deliberate. High interjudge reliability. Tested out with students. What makes a quality RUBRIC?

  15. Rubrics On Line • Sample Rubrics Online http://www.uwstout.edu/soe/profdev/rubrics.shtml • An Online Rubric Maker http://rubistar.4teachers.org

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