Developing Rubrics

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Developing Rubrics

• Roy Parteno
• August 15th, 2001

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So What is a Rubric ?

• the term rubric refers to a scoring scale that
  consists of
• achievement criteria
• based upon expectations
• descriptions of levels of achievement for a
  particular task
• based upon the four levels of achievement

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The rubric

• identifies key criteria by which students work
  is to be assessed
• provides descriptions that indicate the degree to
  which the key criteria have been met

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Why use rubrics?

• rubric-based assessments are intended to help
  students improve their performance level
• they are intended to provide teachers and
  students with an overview of the expected final
  product with regard to knowledge and skills being
  assessed as a whole

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The rubric combines

• course expectations
• organized in strands
• the achievement chart
• 4 categories
• 4 levels

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Expectations

• indicate what should be assessed
• are clustered to start activity planning
• are the basis of the decision of how to assess

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The Achievement Chart

• contains broad descriptions of achievment
• is to be used over time to make summative
  evaluation based upon the total body of evidence
  gathered through using a variety of assessment
  methods and strategies

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A rubric contains

• the expectations (by number)
• the four categories of knowledge and skills
• knowledge / understanding
• thinking / inquiry
• communication
• application

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A rubric contains

• the relevant criteria for evaluating performance
  of the task
• descriptions of student performance at the four
  levels of achievement

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Are you confused yet?
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A guide to quick rubric development

• develop a quick rubric
• make it more task specific
• use it with exemplars (next session)

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Ready in 5 minutes!!

• select the expectations to be assessed
• for each expectation
• develop appropriate wording for each level using
  the achievement chart as a guide
• record it all in a table

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An expectation levels

• SP1.05 - Assemble electronic circuits using a
  series of logic gates

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Rubric Refinement

• break down the expectation into components and
  categories, for example
• communication - reads a circuit diagram correctly
• thinking/inquiry - chooses the correct gates
• application - able to get circuit working
  correctly
• each could be a line in the table

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Rubric refinement continued

• SP2.09 adhere to defined programming style,
  including naming conventions for variables and
  subroutines, indentation, and spacing
• this expectation can be broken down to cover all
  aspects of the local programming
  standards/conventions

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Rubric Workshop