1. Rubric Design MLTA Conference 2010

2. What is the assessment for?

3. Why Use a Rubric?  Increase objectivity of marking process  Clarify and demystify the marking process  Explain more easily to students why they received the mark they did  Assist students to improve their work and their marks  Encourage students to become aware of and monitor their own levels of performance  Minimise the number of questions regarding expectations for assignments, performance, and marks given.

4. What’s the rubric for? Rubrics can be used in a number of different ways. The three most common uses are:  As a marking schema for teacher use  To provide explicit quality criteria to students about learning tasks  To provide feedback to students

5. Marking Schema If you are using rubrics as a marking guide only:  You may be able to use a generic rubric  You would still need to have a clear (and shared) understanding of how the grade descriptors relate to the specifics of the task  You would not provide the rubric to students; it would be a teacher tool only

6. An example: A student who receives an A grade typically  Uses cues and strategies to assist understanding of key information and supporting details  Initiates, and participates in, oral interactions on familiar topics, using short utterances to express facts and personal opinions  Reads, comprehends and evaluates a range of short, modified texts and locating and downloading simple information  Uses of recycled language and strategies to self-correct, demonstrating an understanding of the grammatical nature of language when writing linked paragraphs on simple topics

7. Feedback to students If you are using a rubric to provide feedback to students:  It would need to reflect the task criteria  It will be accompanied by written notes from the teacher  The teacher would be available for a verbal explanation of the grade if required

8. An example: GRADEEDCBA Criterion C Information I have failed to reach any of the standar ds given. Information provided is not relevant to the topic. Some of the information is inaccurate. Information provided does not assist the reader to understand the topic. Information relates to the topic but only minimal details are given. Information given is mostly accurate. Information provided somewhat assists the reader to understand the topic. Information relates to the topic and is given with some detail. Information given is accurate. Information provided generally assists the reader to understand the topic. Information is given with several details. Information given is accurate. Information provided assists the reader to understand the topic. Achievement level 04.0-5.45.5-6.97.0-8.48.5-10

9. Explicit Quality Criteria For a rubric to provide explanation of an assessment task to students:  It would be designed with the specific task in mind or modelled on the generic rubric and modified to express the demands of a particular task.  It would be supported with further exploration of the task requirements as part of classroom practice.  The teacher would clearly articulate their expectations to the learner, and emphasise the expectations of a high quality piece of work

10. An example: GRADEEDCBA Criterion A Oral communication My Holiday (Past Tense) role play with Teacher I have failed to reach any of the standards given. My communication about my holiday is confusing. I have not used the Past Tense in my responses. My ideas are generally unrelated or repetitive (using the same sentence pattern over and over). I often need prompting to encourage a response. My conversation/dialog ue does not flow. I have some difficulty in communicating information about my holiday. I have used at least one phrase in the Past Tense. My ideas are sometimes unrelated or somewhat repetitive (using only 2 or 3 sentence types). I need occasional prompting to encourage a response. This contributes to some lapses in the flow of conversation. I can communicate information clearly, though there is some difficulty with more complex ideas, such as use of Ê tre. I have used 2 or 3 phrases in the Past Tense. My ideas are relevant but not always developed (full sentences). I can use at least 4 different types of sentences. I need occasional prompting but this does not disturb the flow of conversation. I can communicate information clearly and effectively. I have used various phrases in the Past Tense. Both my simple and complex ideas are relevant and developed (full sentences). I can use more than 5 types of sentences. Any prompting is natural and does not disturb the flow. Achievement level04.0-5.45.5-6.97.0-8.48.5-10

11. Creating a Rubric – Key Steps  1. Identify the type and purpose of the Rubric. Consider what you want to evaluate and why, and on what basis (graded or non-graded, marks or grades)  2. Identify Distinct Criteria to be evaluated Refer to the course objectives and develop your criteria for the assignment directly from your objectives. Make sure that the distinctions between the assessment criteria are clear.  3. Determine your levels of assessment Identify your range and scoring scales, deciding on numeric base scores, percentages or grades.  4. Describe each level for each of the criteria, clearly differentiating between them For each criterion, differentiate clearly between the levels of expectation. Whether holistically or specifically, there should be no question as to where a product/performance would fall along the continuum of levels. (Hint: Start at the bottom (unacceptable) and top (mastery) levels and work your way “in”).  5. Involve learners in development and effective use of the Rubric Developing the rubric in consultation with the class or discussing it with them helps them to understand your expectations and makes them explicitly aware of what and how they are learning and their responsibility in the learning process.  6. Pre-test and retest your rubric A valid and reliable rubric is generally developed over time. Each use with a new group of learners or a colleague provides an opportunity to tweak and enhance it.

12. Finally…  Please take a copy of A Rubric for Rubrics. Reference: http://www.newcastle.edu.au/service/teaching- learning/projects/rubrictemplates/context.html#whathttp://www.newcastle.edu.au/service/teaching- learning/projects/rubrictemplates/context.html#what  Use this to evaluate some of the rubrics we have.  As with all things, please share your practice.