Using and Constructing Rubrics Clear and Bold Communication Presented by Mrs. Linda Stager

“ A rubric is generally understood as a scoring guide or checklist that outlines the criteria by which a paper or project is assessed.” “Educators rate rubrics high for their objectivity; students value them for their direction.” Taylor K.

“If you don’t know where you are going, you might wind up someplace else.” Yogi Berra

To improve student success, it is very helpful to spell out exactly what is expected in excellent work. Rubrics are a great way for students to check their work, and do some self evaluation before the project or paper is submitted.

One good rubric can be used for many projects. Rubrics are particularly useful for freshmen to ease their transition into fulfilling college expectations.

Reasons to use Rubrics Rubrics break down complex tasks into reasonable (bite-size) steps.

Reasons to use Rubrics Students are driven by grades; but sometimes they are not sure how to excel. Rubrics are a road map to success. They communicate expectations clearly.

Reasons to use Rubrics Rubrics lead to metacognition or self evaluation. This is a higher level thinking skill that leads to deeper and more lasting learning.

Reasons to use Rubrics Rubrics can help accomplish learning outcomes if carefully worded.

Reasons to use Rubrics Rubrics remove subjectivity from grading.

Reasons to use Rubrics Using rubrics puts the responsibility for achievement firmly on the shoulders of the students. Having a clear choice is empowering to students.

Using Rubrics to encourage Active Reading

Sample Rubrics for Critique Look in the notes for a few comments.

CategoryExemplary Go od AcceptableUnacceptableScore Content Includes introduction, body, and conclusion with accurate in-text citations of journal articles. Vocabulary is well chosen. Includes introduction, body, and conclusion with citations for journal articles. Vocabulary is usually well chosen. Includes introduction, body, and conclusion but one section is weak. Vocabulary is adequate. No organization. Missing significant parts of content. Vocabulary is not used accurately. Max = 6 pts. Structural Analysis of the Compound and use of chemical vocabulary Correct structural formula is neatly drawn or printed to fill most of a page. Functional groups are circled and accurately labeled. Other organic features are correctly identified. Chemistry vocabulary is used accurately. Correct structural formula is neatly drawn or printed to fill most of a page. Functional groups are circled and most are accurately labeled. Some other organic features are also correctly identified. Chemistry vocabulary is usually used accurately. Structural formula neatly drawn or printed to fill most of a page. Functional groups are circled and at least half are correctly labeled. Other organic features are not labeled. Chemistry vocabulary is adequate. No structural formula is included, or the formula is poorly drawn. Most functional groups are incorrectly identified or skipped. Chemistry vocabulary is not used accurately. Max = 6 pts. Grammar and Sentence Structure The writing is free, or almost free of errors in word choice, clarity and sentence structure. There are occasional errors, but they do not represent a major distraction from the content. The writing has many errors and the reader is sometimes distracted by them. The flow of the content is good. The writing has many errors and the reader is distracted by them. There is no flow through the content. Max = 4 pts. Citations APA format is used accurately and consistently in the text of the paper and on the References Page. Includes three recent peer reviewed journals and background information references. APA format is used with few errors in the text of the paper and on the. References Page. Includes three recent peer reviewed journals and background information references. APA format is used with some errors. In-text citation of sources is partially complete. Little evidence of background sources or inappropriate sources. APA format with many errors. Lacks citations within the text of the paper. No references for background information. Max. = 4 pts.

NEEDS IMPROVE- MENT (1) DEVELOP- ING (2) SUFFICIENT (3)ABOVE AVERAGE (4) Clarity (Thesis supported by relevant information and ideas.) The purpose of the student work is not well- defined. Central ideas are not focused to support the thesis. Thoughts appear disconnected. The central purpose of the student work is identified. Ideas are generally focused in a way that supports the thesis. The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. The central purpose of the student work is clear and supporting ideas always are always well- focused. Details are relevant, enrich the work. Organization (Sequencing of elements/ideas) Information and ideas are poorly sequenced (the author jumps around). The audience has difficulty following the thread of thought. Information and ideas are presented in an order that the audience can follow with minimum difficulty. Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. Mechanics (Correctness of grammar and spelling) There are five or more misspellings and/or systematic grammatical errors per page or 8 or more in the entire document. The readability of the work is seriously hampered by errors. There are no more than four misspellings and/or systematic grammatical errors per page or six or more in the entire document. Errors distract from the work. There are no more than three misspellings and/or grammatical errors per page and no more than five in the entire document. The readability of the work is minimally interrupted by errors. There are no more than two misspelled words or grammatical errors in the document.

Thank you for attending my rubric workshop. Happy Trails! Linda Stager

Reference List Special Thanks to Mrs. Marie Dunstan Taylor K. The Learned Word. Phi Delta Kappan [serial online]. December 2009;91(4):7. Available from: Professional Development Collection, Ipswich, MA. Accessed May 1, Susan De La Paz Rubrics: Heuristics for Developing Writing StrategiesAssessment for Effective Intervention June : , first published on June 18, 2008doi: / eating-rubrics.html DePaul University eating-rubrics.html Lisa Lucas (2012) Write More, Grade Less: Five Practices for Effectively Grading Writing, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85:4, To link to this article: &th=14d5c9b &attid=0.6&disp=inline&realattid=f_i9qa6 9ir5&safe=1&zw Tips on Grading: Using Rubrics &th=14d5c9b &attid=0.6&disp=inline&realattid=f_i9qa6 9ir5&safe=1&zw