CREATING RUBRICS
AND
TIPS IN DESIGNING RUBRICS
PRESENTED BY: TEACHER JULZ
RUBRICS
• A RUBRIC IS A TYPE OF SCORING GUIDE THAT
ASSESSES AND ARTICULATES SPECIFIC
COMPONENTS AND EXPECTATIONS FOR AN
ASSIGNMENT. RUBRICS CAN BE USED FOR A
VARIETY OF ASSIGNMENTS: RESEARCH
PAPERS, GROUP PROJECTS, PORTFOLIOS, AND
• HEIDI GOODRICH ANDRADE, A RUBRICS
EXPERT, DEFINES A RUBRIC AS "A SCORING
TOOL THAT LISTS THE CRITERIA FOR A PIECE
OF WORK OR 'WHAT COUNTS. ' " FOR
EXAMPLE, A RUBRIC FOR AN ESSAY MIGHT
TELL STUDENTS THAT THEIR WORK WILL BE
JUDGED ON PURPOSE, ORGANIZATION,
DETAILS, VOICE, AND MECHANICS.
CREATING RUBRICS
IN DESIGNING A RUBRIC SCORING GUIDE, THE STUDENTS NEED TO
BE ACTIVELY INVOLVED IN THE PROCESS. THE FOLLOWING STEPS
ARE SUGGESTED IN ACTUALLY A CREATING RUBRIC.
• SURVEY MODELS
• DEFINE CRITERIA
• AGREE ON THE LEVELS OF QUALITY
• PRACTISE ON MODELS
• USE SELF AND PEER ASSESMENT
• REVISE
• USE TEACHER ASSESSMENT
TYPES OF RUBRICS
• ANALYTIC RUBRICS.
- ALLOWS YOU TO ASSESS PARTICIPANTS' ACHIEVEMENTS BASED
ON MULTIPLE CRITERIA USING A SINGLE RUBRIC. YOU CAN
ASSIGN DIFFERENT WEIGHTS (VALUE) TO DIFFERENT CRITERIA
AND INCLUDE AN OVERALL ACHIEVEMENT BY TOTALING THE
CRITERIA; WRITTEN IN A TABLE FORM.
• HOLISTIC RUBRICS.
- A HOLISTIC RUBRIC CONSISTS OF A SINGLE SCALE WITH ALL
CRITERIA TO BE INCLUDED IN THE EVALUATION BEING
CONSIDERED TOGETHER.
• CHECKLISTS
- ARE DICHOTOMOUS (E.G. YES/NO; MET/NOT MET) AND EASY TO USE;
HOWEVER, THEY MAY NOT PROVIDE SUBSTANTIVE INFORMATION
REGARDING THE PERFORMANCE LEVELS
* RATING SCALES
IDENTIFY A RANGE OF PERFORMANCE WITHOUT SPECIFIC
DESCRIPTORS FOR EACH PERFORMANCE LEVEL (E.G. EXCEEDS
EXPECTATION/MEETS EXPECTATION/BELOW EXPECTATION). THEY
MAY NOT PROVIDE SUFFICIENT INFORMATION FOR RATERS TO SCORE
CONSISTENTLY AND THE FEEDBACK TO STUDENTS MAY NOT BE
SPECIFIC ENOUGH FOR REVISION OR FUTURE GROWTH
A B C D
Interactive Presentation Checklist YES NO
TIME MANAGMENT
1. Did I use my time at an even pace, completing all sections of the presentation?
2. Did I set up and begin promptly?
Organization
3. Was the flow of my presentation and material logical and smooth?
4. Were all the presented materials well-organized and readily available?
Resource use
5. Did I use different media to present my information?
6. Did I use the most important media for the kind of information I presented?
Audience Awareness
7. Did I make frequent eye contact with my audience?
8. Did I vary my voice to suit my presentation?
9. Did I present my material in a way that suited my audience?
Aesthetics
10. Did I present myself in a professional way in my dress and grooming?
11. Did I hand out and use materials that were ascetically pleasing?
Rating Scale Example: Computer Program Quality Assessment Expected Learning Outcome:
The student will write efficient, documented, error-free computer programs that meet the
specifications. Criteria for Success: A maximum of one item is rated as “Below Expectations”.
Computer Program Below Meets Exceeds
Expectations=1 Expectations=2 Expectations=3 Comment
s
Achieves what it was designed to do
Operates without errors
Source code is efficient
Source code is well- documented
Exceeds Expectations = Performance is above the expectations stated in the
outcomes. Meets Expectations = Performance meets the expectations stated in
the outcomes. Below Expectations = Performance does not meet the
expectations stated in the outcomes.
TIPS IN DESIGNING RUBRICS
• IDENTIFY YOUR TYPE. THE FIRST STEP IS IDENTIFYING WHICH TYPE
OF RUBRIC IS BEST FOR YOUR STUDENTS. ...
• LOOK AT YOUR LEVELS. ...
• MAKE YOUR CRITERIA CLEAR. ...
• SEPARATE THE FEEDBACK. ...
• MAKE CONSISTENT CONNECTIONS. ...
• SELF-REFLECT.
• PERHAPS THE MOST DIFFICULT CHALLENGES IS TO USE A
CLEAR, PRECISE AND CONSICE LANGUAGE. TERMS LIKE
CREATIVE, INNOVATIVE AND OTHER VAGUE TERMS NEED TO BE
AVOIDED. IF A RUBRIC IS TO TEACH AS WELL AS EVALUATE,
TERMS LIKE THESE MUST BE DEFINE FOR STUDENTS. INSTEAD
OF THESE WORDS, TRY WORDS CONVEY IDEAS AND WHICH
CAN BE READILY OBSERVED. PATRICIA CROSBY AND PAMELA
HENIZ, BOTH SEVEN GRADE TEACHERS, SOLVED THE SAME
PROBLEM IN A RUBRIC FOR ORAL PRESENTATIONS BY
ACTUALLY LISTING WAYS IN WHICH STUDENTS COULD MEET
THE CRITERION.
QUALITY
CRITERION
GAINS OR AN AMUSING DOES A TWO DOES NOT
ATTENTION OF FACT, A SERIES SENTENCE ATTEMPT TO GAIN
AUDIENCE. OF QUESTIONS, INTRODUCTION, ATTENTION OF
GIVES DETAILS A SHORT THEN STARTS AUDIENCE, JUST
STARTS SPEECH.
DEMONSTRATIO SPEECH
N , A COLORFUL
VISUAL OR A GIVES ONE
PERSONAL SENTENCE
REASON WHY INTRODUCTION,
THEY PICKED THEN START
THIS TOPIC SPEECH
RUBRICS FOR AN ORAL
PRESENTATION
• SPECIFYING THE LEVELS OF QUALITY CAN OFTEN BE VERY CHALLENGING ALSO.
SPENDING A LOT OF TIME WITH THE CRITERIA HELPS BUT IN THE END, WHAT
COMES OUT ARE OFTEN SUBJECTIVE. THERE IS CLEVER TECHNIQUES OFTEN
USED TO DEFINE THE LEVELS OF QUALITY. IT ESSENTIALLY GRADUATES THE
QUALITY LEVELS OF RESPONSES.
CRITERION QUALITY
GIVES YES, I PUT IN YES, I PUT IN NO, I DIDN’T NO, I HAD
ENOUGH ENOUGH SOME PUT IN ALMOST NO
DETAILS DETAILS TO DETAILS, BUT ENOUGH DETAILS.
GIVE THE SOME KEY DETAILS, BUT I
REDEAR A DETAILS ARE DID INCLUDE A
SENSE OF TIME, MISSING. FEW
PLACE, AND
EVENTS
RUBRIC FOR EVALUATING A SCRAPBOOK
• RUBRIC ARE SCALES THAT DIFFERENTIATE LEVELS OF
STUDENT PERFORMANCE. THEY CONTAIN THE CRITERIA
THAT MUST BE MET BY THE STUDENT AND THE JUDGEMENT
PROCESS THAT WILL BE USED TO RATE HOW WELL THE
STUDENTS PERFORMED. AN EXEMPLAR IS AN EXAMPLE
THAT DELINEATES THE DESIRED CHARACTERISTICS OF
QUALITY IN WAYS STUDENTS CAN UNDERSTAND. THESE
ARE IMPORTANTPARTS OF THE ASSESMENT.
TIPS IN DESIGNING YOUR RUBRICS
• USE ONE SPECIFIC RUBRIC PER ALTERNATIVE ASSESMENT AND PER FIFFERENT
ACTIVITY AS POSSIBLE.
- EFFICIENT
- BUILDS RECOGNITION
• IF USING PRE-DESIGNED RUBRICS, CAREFULLY CONSIDER QUALITY AND
APPROPRIATENESS FOR YOUR PROJECT.
• AIM FOR CONCISE, CLEAR, JARGON-FREE LANGUAGE
- IN MOST INSTANCES, LENGTHY RUBRICS PROBABLY CAN BE REDUCED TO
SUCCINCT…MORE USEFUL VERSIONS FOR CLASSROOM INSTRUCTION. SUCH
ABBREVIATED RUBRICS CAN STILL CAPTURE THE KEY EVALUATIVE CRITERIA
NEEDED TO JUDGE STUDENTS’ RESPONSES. LENGTHY RUBRICS, IN CONTRAST, WILL
GATHER DUST” (BENJAMIN 23).
• LIMIT THE NUMBER OF CRITERIA, BUT SEPARATE KEY CRITERIA. “VERY
CLEAR” AND “VERY ORGANIZED” MAY BE PUNCTUAL.
• USE KEY, TEACHABLE CRITERIA. KEY QUESTIONS: WHAT ARE MY OBJECTIVES?
ARE THERE OTHER GENERALIZED OBJECTIVES THAT SHOULD BE INCLUDED?
WHAT ARE THE CONTENTS? HOW DO I EXPECT MY STUDENTS TO DO THEIR
PERFORMANCE?
• USE CONCRETE VERSUS ABSTRACT, AND POSITIVES RATHER THAN NEGATIVES
- INSTEAD OF “POORLY ORGANIZED” USE “SHARPLY FOCUSED STATEMENTS, TOPIC
SENTENCES CLEARLY CONNECTED, LOGICAL ORDERING OF PARAGRAPHS, AND
CONCLUSION ENDS”.
- KEY QUESTION TO ASK YOURSELF: WOULD STUDENT KNOW WHAT QUALITY
“LOOKED LIKE” BY THIS DESCRIPTION?
• 17. USE MEASURABLE CRITERIA. • “INCLUDES TWO OR MORE NEW IDEAS…”
INSTEAD OF “CREATIVE AND IMAGINATIVE”
• AIM FOR AN EVEN NUMBER OF LEVELS
- CREATE CONTINUUM BETWEEN LEAST AND MOS
- DEFINE POLES AND WORK INWARD
- LIST SKILLS AND TRAITS CONSISTENTLY ACROSS LEVELS
• CONSIDER INCLUDING STUDENTS IN CREATING OR ADAPTING
RUBRICS
- CONSIDER USING “I” IN THE DESCRIPTORS
- I FOLLOWED PRECISELY—CONSISTENTLY—INCONSISTENTLY—MLA
DOCUMENTATION FORMAT.
- I DID NOT FOLLOW MLA DOCUMENTATION FORMAT.
• PROVIDE MODELS OF THE DIFFERENT PERFORMANCE LEVELS.
STEPS IN DEVELOPING A RUBRIC
• DESIGN BACKWARDS - RUBRIC FIRST; THEN PRODUCT/PERFORMANCE.
• DECIDE ON THE CRITERIA FOR THE PRODUCT OR PERFORMANCE TO BE
ASSESSED.
• WRITE A DEFINITION OR MAKE A LIST OF CONCRETE INDICATORS—
IDENTIFIABLE-- FOR EACH CRITERION.
• DEVELOP A CONTINUUM FOR DESCRIBING THE RANGE OF PERFORMANCE FOR
EACH CRITERION.
• KEEP TRACK OF STRENGTHS AND WEAKNESSES OF RUBRIC AS YOU USE IT TO
ASSESS STUDENT WORK.
• REVISE ACCORDINGLY.
• STEP BACK; ASK YOURSELF, “WHAT DIDN’T I MAKE CLEAR INSTRUCTIONALLY?”
THE WEAKNESS MAY NOT BE THE RUBRIC.
WELL DESIGN RUBRICS INCLUDE
• PERFORMANCE DIMENSION THAT ARE CRITICAL TO SUCCESFUL TASK
COMPLETION
• CRITERIA THAT REFLECT ALL THE IMPORTANT OUTCOMES OF THE
PERFORMANCE TASK
• A RATING SCALE THAT PROVIDES A USABLE, EASILY- INTERPRETED SCORE;
• CRITERIA THAT REFLECT CONCRETE REFERENCES, IN CLEAR LANGUAGE
UNDERSTANDABLE TO STUDENTS, PARENTS, AND OTHER TEACHERS AND
THANK YOU!!