Let

1
Lets Get Creative!
2
Solving the Assessment Puzzle
How do we create them?
What are rubrics?
Why we should use them?
3
Effective Rubrics

• Help guide student work
• Help teachers assess student products
• Help teachers develop classroom instructional
  activities

4
Creation Concerns

• Creation takes time
• Must evaluate the instrument
• Must consider all stakeholders

5
Two basic types

• Holistic
• Analytic

6
Experts say Rubrics are

• Scoring Guides with specific pre-established
  performance criteria

(Mertler, 2001).
7
Analytic Rubrics

• Most commonly used
• Teacher scores individual parts
• Sums individual scores to obtain total

(Mueler, 2006).
(Moskal,2000 Mertler, 2001).
8
Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics Table 2 Template for analytic rubrics
  Beginning1 Developing2 Accomplished3 Exemplary4 Score
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 perform
9
Holistic Rubrics

• Not as common
• Teacher scores the overall process or product as
  a whole
• Does not judge components separately
• Usually used to make quick judgments on smaller
  tasks such as homework Its best to use only a
  few judgments with a holistic rubric.
• Exp. Score using 1-5 or Satisfactory,
  Unsatisfactory, or Unattempted
• 
  
  (Mertler, 2001)

10
Sample Holistic Rubric
Table 1Template for Holistic Rubrics Table 1Template for Holistic Rubrics
Score Description
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.
11
Benefits of Rubrics

• Teachers
• rubrics serve as justification for grades.
• rubrics break down grading criteria to make
  grading easier for the teacher.
• Students
• rubrics explain the teachers expectations for
  the assignment.
• rubrics provide feedback to the student.

12
Steps to Creating the Rubric

• 1. Look at models.
• 2. List criteria.
• 3. Pack and Unpack Criteria.
• 4. Articulate levels of quality.
• 5. Create a draft rubric.
• 6. Revise the draft rubric.
• 
  (Andrade, 2000)

13
Evaluating Your Creation

• Ask a fellow teacher to review the rubric for
  overlapping, and unclear descriptors.
• Ask a fellow teacher to grade a sample with the
  rubric and see if your scores are similar.
• Ask the students that used the rubric if it was
  clear and easy to understand.
• Ask students to explain their grade to you.
  What needs work? What went well? If they can do
  all of this, the rubric did its job.

14
Rule 1 The skills covered by this rubric are
significant.
Evaluation Criteria from Popham
15
All of the rubrics evaluative criteria can be
addressed instructionally.
Rule 2
16
The rubric employs as few evaluative criteria as
possible.
Rule 3
17
The rubric provides a succinct label for each
evaluative criterion.
Rule 4
18
The length of the rubric matches your own
tolerance for detail.
Rule 5
19
Do you agree with the maximum score?
Rule 6
20
Would you use this rubric again on a similar
assignment?
Rule 7
21
How to improve the rubric

• Must adhere to Pophams seven rules for
  effectiveness
• Must be connected to the skills being addressed
  by the learning targets of the subject
• The skills measured on the rubric must be those
  that can be addressed instructionally
• The length of the rubric should be limited to as
  few criteria as possible

22
Conclusions

• Rubrics can benefit teachers and students.
• There are different types of rubrics for
  different types of assessments.
• Rubrics can be revised and edited to fit multiple
  assessments.
• They get easier to make with practice.

23
Journey Into Cyberspace

• Authentic Assessment Toolbox
• http//ozpk.tripod.com/01rubric
• Rubistar
• http//rubistar.4teachers.org/index.php
• A collection of rubric sites
• http//www.tnellen.com/cybereng/38.htmlrubri
  cs

24
Get Creative

• With your team, investigate the lesson plans and
  rubric sites to develop your unit of study.
• Lesson Plan Search
• http//www.lessonplansearch.com/Rubrics/

25
Resources

• Andrade, Heidi Goodrich. (2000)Using rubrics to
  promote thinking and learning.
• Retrieved February 23, 2006 from ASCD
  website
• http//ascd.org/readingroom/edlead/0002/a
  ndrade.html
• Mertler, Craig A. (2001). Designing scoring
  rubrics for your classroom. Practical
• Assessment Research Evaluation, 7(25).
  Retrieved March 13, 2006 from
• http//pareonline.net/getvnasp?v7n25
• Moskal, Barbara M. Leydens, Jon
  A.(2000).Scoring rubric development validity
• and reliability. Practical Assessment,
  Research Evaluation, 7(10). Retrieved
• March 13, 2006 from http//pareonline.net
  /getvnasp?v7n10
• Mueller, Jon (2006) Authentic assessment toolbox.
  Retrieved March 13, 2006, from
• http//jonathan.mueller.faculty.noctrl.ed
  u/toolbox/index.htm
• Popham, W. James.(2005) Classroom Assessment.
  (pp.195-197) Boston Pearson
• Education, Inc.
• Rubiks cube. (2006) Retrieved April 3, 2006 from
  Wikipedia website
• http//en.wikipedia.org/wiki/Rubik's_Cube
  
• Walvoord, Barbara Anderson, Virginia (1998)
  Rubrics Appendix A sample
• rubrics for student classroom work. TLT
  Group starter kit workbook. Retrieved
  
• March 13, 2006, from The TLT Group
  website
• http//www.tltgroup.org/resources/flashli
  ght/rubrics.htm