1. Our Friends in Connecting Learning and Assessment….Really!
Rubrics
Our Friends in Connecting Learning and Assessment….Really!

2. Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon.
Gronlund, N.E. (2003). Assessment of student achievement 7th ed. Boston: Allyn & Bacon.
Oosterhoff, A. (2003). Developing and using classroom assessments 3rd ed. Upper Saddle River, NJ; Merrill Prentice Hall. .
Stiggins, R.J., Arter, J.A., Chappuis, J.& Chappuis, S. (2004). Classroom assessment for student learning. Portland, OR; Assessment Training Institute.
Wiggens, G. & McTighe. (2001). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall

3. Rule #1: Don’t make rubrics for no reason.
Use only for complex, rich measurement
Use only if students will use rubrics as tools to develop their abilities – to self-assess and get better
Use only to define quality

4. Compare and Contrast or the rest is futile
Directions
Checklist
Rating Scale
Rubric

5. Rubrics and Scoring Criteria can be…
Holistic
Trait-analytic
Weighted
Critical Domain

6. Rubrics can be designed to be..
Standards-based
Assignment-based
Generic
Genre-specific
Longitudinal
Subject specific

7. Rubric Geography
Rubric
Scoring
Criteria
Empirical
Descriptors
Domains

8. Rubric Language…. Levels Absolute standard Anchors
Empirical Descriptors
Comparative Descriptors
Parallel construction
Exemplars

9. Dr. Wiggins says….. Good Rubrics….
Discriminate among performances validly
Do not combine criteria in domains
Provide useful description
Are valid
Are reliable
Rely on descriptive language

10. Dr. Wiggins also says…. Good rubrics
Do not mandate
Process
Format
Methods or approach
Good rubrics do not rely on orthodoxy or taste, and they are not built based on mediocrity, and they do not reward “good faith/effort.”

11. What’s the difference? Between trait-analytic and holistic?
Use holistic for the work as a whole
Use trait analytic when each component can be separately addressed
Between weighted and critical domain?
Use weighted when each domain is of different importance
Use critical domain if each is essential

12. Good Rubrics Clear to user Distinct differences between criteria
Fair and Accurate
Do not define what should not be done
Never use negative terms…not quite, not always, only part of the time…

13. Bad Rubrics Count Use irrelevant criteria Dictate format
Use good, better, best…
Aim to enable good grades regardless of quality

14. Building Rubrics Decide what is important
Decide what standard-level looks like
Decide what acceptable looks like

15. The Rest is up to you……
The Rest is up to you……