1. How to Develop a Rubric How to Develop a Rubric Jason Peake

2. A rubric is a set of rules that... Shows levels of quality. Shows levels of quality. Communicates standards. Communicates standards. Tells students expectations for task. Tells students expectations for task. Are NOT checklists (yes or no answers). Are NOT checklists (yes or no answers).

3. Parts of a Rubric Dimensions, referred to as criteria, encompass the knowledge, skills, and understanding to be assessed. Dimensions, referred to as criteria, encompass the knowledge, skills, and understanding to be assessed. Indicators specify the evidence used to judge the degree to which the dimension is mastered. Indicators specify the evidence used to judge the degree to which the dimension is mastered. Rating Scales discriminate among the various levels of performance. Rating Scales discriminate among the various levels of performance.

4. Steps in Rubric Development Determine learning outcomes. Determine learning outcomes. Each rubric item should focus on a different skill. Each rubric item should focus on a different skill. Evaluate only measurable criteria. Evaluate only measurable criteria. Ideally, the entire rubric should fit on one sheet of paper. Ideally, the entire rubric should fit on one sheet of paper. Reevaluate the rubric. (Did it work?) Reevaluate the rubric. (Did it work?)

5. Advantages of Using a Rubric Lowers students anxiety about what is expected of them. Lowers students anxiety about what is expected of them. Provides specific feedback about the quality of their work. Provides specific feedback about the quality of their work. Provides a way to communicate expectations and progress. Provides a way to communicate expectations and progress. Ensures all student work is judged by the same standard. Ensures all student work is judged by the same standard. Disengages the halo effect and its reverse. Disengages the halo effect and its reverse. Leads students toward quality work. Leads students toward quality work.

6. HolisticAnalytic Two Types of Rubrics

7. Definition: One score or rating for the entire product or performance. When to Use: For a quick snapshot of overall status or achievement When the skill or product to be assessed is simple; when it has only a single dimension. Disadvantages: Two students can get the same score for vastly different reasons Not as good for identifying strengths and weaknesses and planning instruction Not as useful for students to use. Holistic Rubric

8. Steps in Development After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. These words will be the ones that you will change as you write the less than top level performances. These words will be the ones that you will change as you write the less than top level performances.

9. Template for Holistic Rubrics ScoreDescription 5 Demonstrates complete understanding of the problem. All requirements of task are included in response. 4 Demonstrates considerable understanding of the problem. All requirements of task are included. 3 Demonstrates partial understanding of the problem. Most requirements of task are included. 2 Demonstrates little understanding of the problem. Many requirements of task are missing. 1 Demonstrates no understanding of the problem 0 No response/task not attempted

10. Analytical Rubric Definition: Several scores or ratings for a product or performance. Each score represents an important dimension or trait of the performance or product. When to Use: Planning instruction – show relative strengths and weaknesses. Teaching students the nature of a quality product or performance – they need the details. Detailed feedback to students or parents. For complicated skills, products, or performances, for which several dimensions need to be clear. Disadvantages: Scoring is slower. Takes longer to learn.

11. Template for Analytic Rubrics Beginning1Developing2Accomplished3Exemplary4Score Criteria #1 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #2 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #3 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #4 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance

12. Basic Template ScaleCriteria IndicatorIndicatorIndicatorIndicator IndicatorIndicatorIndicatorIndicator IndicatorIndicatorIndicatorIndicator

13. Workshop Participants Enthusiasm Rubric (16 points) ExemplaryAcceptable Needs Work Retire Facial Expression Thought Process Movement Oral Participation Bright, lit up Eyes not blinking Focused on teacher Wheels in high gear Quick, alert motions Non-stop on task talking Bright, lit up Eyes sometimes focused on teacher Wheels in relaxed motion Casual motions Talks when needed or told Eyes glazed over and bloodshot Wheels are rusty and slow Sluggish – an occasional itch Occasional grunts Eyes closed; Drooping Wheel isnt invented Coma Drooling No sound

14. Adapt your rubric to the task at hand. Adapt your rubric to the task at hand. Apply the scoring system that best suits you. Apply the scoring system that best suits you. Start small ( keep adding and changing when necessary) Start small ( keep adding and changing when necessary) Students should receive the assignment and rubric at the same time. Students should receive the assignment and rubric at the same time. Remember:

15. Determine appropriate and acceptable evidence of learning? Determine appropriate and acceptable evidence of learning? Match the assessment method with the task Match the assessment method with the task Show students models for what we are asking to do Show students models for what we are asking to do Give descriptive feedback about student performance Give descriptive feedback about student performance Dont over-rely on just one mode of assessment such as formal unseen examinations Dont over-rely on just one mode of assessment such as formal unseen examinations Use a variety of assessments Use a variety of assessments SOME THOUGHTS

16. Assessment should always have more to do with helping students grow than with cataloging their mistakes. Carol Tomlinson