An AAC Professional Learning Module based on the AAC publication Building Better Rubrics Building Better Rubrics Module 2: Recognizing Quality Rubrics

Module 2 in Context AAC Professional Learning Building Better Rubrics Module 1 introduced participants to the key purposes of rubrics and elements of rubric design. Building Better Rubrics Module 3 will introduce participants to tools that will assist in creating quality rubrics. Building Better Rubrics Module 4 emphasizes the role of rubrics within the larger picture of supporting student learning. The purpose of this module is to explore common rubric flaws and consider what is required to create quality rubrics.

Logistics AAC Professional Learning Page numbers in the upper right hand corner of the slides refer to pages in Building Better Rubrics. Participants will require access to a copy of the resource in order to take full advantage of this professional learning experience. Participant materials and facilitator notes are available to accompany this professional learning module.

Common Rubric Flaws (handout) AAC Professional Learning Clarity of language and purpose helps students and teachers come to shared understanding of what quality work looks like. In an effort to achieve this clarity, rubric developers often employ techniques that work against the fundamental purposes of rubrics. Use the handout, Common Rubric Flaws to guide the discussion of six common rubric flaws. Participants will consider the drawbacks of the flawed example and the benefits of using the preferred example. p. 6

Common Flaw #1 AAC Professional Learning Identifying criteria as topics or categories rather than actions that students can take p. 6 INSTEAD OFPREFERRED EXAMPLE plandevelops a plan contentexplains impact organizationorganizes information ? How can using action verbs as criteria support improved student learning and performance?

Common Flaw #2 AAC Professional Learning Including elements that are not part of the curricular outcomes such as neatness or punctuality p. 6 INSTEAD OFPREFERRED EXAMPLE neatnessno preferred example name on upper RH cornerno preferred example ? How can we motivate students to take pride in their work when non-curricular factors are ungraded?

Common Flaw #3 AAC Professional Learning Defining quantitative rather than qualitative factors p. 7 INSTEAD OFPREFERRED EXAMPLE includes 3 factsincludes factual information to enhance argument 2 or fewer spelling errorsspelling errors do not impede meaning ? How can we be sure that qualitative descriptors have meaning for students?

Common Flaw #4 AAC Professional Learning Using absolutes in a quasi-quantitative context p. 8 INSTEAD OFPREFERRED EXAMPLE all most some none consistently frequently occasionally seldom if ever ? How do we gather credible evidence of student performance over time?

Common Flaw #5 AAC Professional Learning Using descriptors that do not delineate discrete levels of quality p. 8 INSTEAD OFPREFERRED EXAMPLE using the same descriptor in more than one level unique descriptor created for each level leaving out one word at each levelunique descriptor created for each level ? What challenges are associated with each of the flawed examples?

Common Flaw #6 AAC Professional Learning Using descriptors across the row that do not describe the same characteristic p. 9 INSTEAD OFPREFERRED EXAMPLE mixing categories from one level to the next keeping the category consistent for all levels precise (focus) in-depth (degree of detail) substantial (degree of detail) partially correct (accuracy) cursory (degree of detail) superficial (degree of detail) incomplete (degree of detail) ? How do we know which characteristic to choose for any given criterion?

Identifying Common Flaws (handout) AAC Professional Learning Work with an elbow partner to identify the flaws in the rubric provided. Consider what revisions are required to create a more effective rubric. Share thoughts and questions with the large group.

Next Steps AAC Professional Learning Be aware of flaws that may be present in rubrics you encounter, whether from published resources, online collections, or those you have previously created. Consider what revisions might be required in order to improve the quality of the rubric. Further support for rubric development is found on the AAC website Check the Professional Learning tab at for other Professional Learning Modules. Check the Assessment Materials tab for the link to Rubrics and More. *Some materials are available in open space while other materials are in the Members Only section.

Looking Ahead to Module 3 AAC Professional Learning Building Better Rubrics Module 1 introduced participants to the key purposes of rubrics and elements of rubric design. Building Better Rubrics Module 2 introduced participants to common flaws in rubric design. Building Better Rubrics Module 4 emphasizes the role of rubrics within the larger picture of supporting student learning. The purpose of Module 3 is to introduce tools that will assist in creating quality rubrics.