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Developing Rubrics Presented by Frank H. Osborne, Ph. D. © 2015 EMSE 3123 Math and Science in Education 1
Introduction A rubric is an assessment tool, frequently in the form of a grid, which describes levels of achievement in a specific area of performance, understanding, or behavior. Rubrics are widely used in education for assessment purposes. There are two types: holistic and analytical. 2
Types of Rubrics The holistic rubric gives a single score based on an overall impression of the student’s performance. –Provides overview of performance but not in detail –Quick scoring –Not diagnostic and may be difficult for scorers to decide on an overall score 3
Types of Rubrics The analytic rubric specifies at least two properties to be assessed for each performance level. A separate score is provided for each. –Provides detailed feedback on performance –Consistent scoring across students and between raters –More time consuming 4
Parts of Rubrics The task description gives the outcome being assessed by the rubric. The characteristics to be rated (rows) identify the knowledge, skills or dispositions being demonstrated. The levels of mastery (columns) identify the criteria defining each level. There are generally between 3 and 6 columns. The description of each characteristic at each level (cells). 5
Samples of Rubrics Example 1. A rubric dealing with the chemical elements. Note that the task description is missing. There are five levels of mastery with the strongest on the left. Column headings do not describe much. Cells contain the criteria for each characteristic being rated at each level. 6
Samples of Rubrics 7
Example 2. A rubric dealing with the writing process. There is a clear task description. There are six levels of mastery with the strongest on the left. Column headings are more explicit regarding the standards Cells contain the criteria for each characteristic being rated at each level using specific vocabulary. 8
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Example 3. A rubric for grading a multimedia presentation No task description. There are four levels of mastery with strongest on right. Scoring marks are given with each. Characteristics being rated (rows) also show the weight each one has in the final grade for the project. 10
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Samples of Rubrics Example 4. Group process and participation rubric Not a real task description. There are four levels of mastery with strongest on the right. Cells are pretty explicit regarding the expectations. 12
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Constructing an Assessment Rubric Identify what it is you wish to assess. What characteristics will be rated? These are the rows. We call these indicators. Identify the levels of mastery (columns). We prefer five and we call them ratings. We arrange them with the weakest on the left and the strongest on the right. They also have marks associated with them. 14
Constructing an Assessment Rubric Cells contain the level of mastery for each indicator and rating. We design our rubrics so that a student needs to score rating of 3 or higher on each indicator. What follows is the rubric for the Learning Goals section of the TWS 15
Constructing an Assessment Rubric Rubric for the Learning Goals section of the TWS goes here. 16
Using Your Assessment Rubric Test it out to make sure that it is really measuring what you think you are measuring. Share it with other teachers and colleagues to see if they score student work the same way you do. It also helps in the case where all teachers in the same grade level are using your rubric. Results should be valid and reliable this way. 17
Using Your Assessment Rubric Use it in your classes as an alternative to tests and quizzes. Give the rubric to the students so that they know what is expected of them in the assignment they are doing. After the assignment is graded, return the rubric to them with the grading on it. Share it with your colleagues. 18
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