1. Rubric Development and Design
Joaquina Scott Kankam
Program Specialist, 4-H and Youth Development
Prairie View A & M University, Cooperative Extension Program

5. What is a Rubric?
Today, we will go over the steps to developing a sound rubric and we will also practice create a rubric. But first, What is a rubric?
(Allow participants to answer the question)

6. “a guide listing specific criteria for grading or scoring”
(Merriam-Webster, 2015)
Rubric evaluations provide information regarding the strengths and weaknesses of what is being assessed as a systematic approach to determining success using a quantitative rating scale (Mullen, Nixon, Phifer, Taggart, & Wood, 2001). The purpose of rubrics is to set the objectives of what is being evaluated and to determine to what degree those objectives have been met (Taggart & Wood, 2001). With rubrics, you pair the observed behavior with the set performance expectation rather than rate the performance (Brookhart, 2013).
Due to the need to provide a standard of assessing writing for standardized tests, popularity grew for rubric evaluations in education (Taggart & Wood, 2001).

7. Checklist
Rubrics are used in program evaluation to determine the quality of program using degrees of standards based on relevant information (Wiggins, 1998).
Rubric evaluations can include “checklists, project contracts, scoring sheets, attitudinal scales, and performance lists,” (Taggart & Wood, 2001, p. 58).
Scoring Sheet

8. What is a Rubric? Formative Summative vs areas of improvement
program value or effectiveness
adopt, continue, or expand programs vs
There are two distinct types of evaluations: formative and summative. Formative evaluation is used to identify areas of improvement and to determine program value or effectiveness. Data from formative assessments are designed to provide information to the deliverers of the program and the stakeholders involved in planning the programs. Formative evaluations provide details about how a program is being delivered (Scriven, 1991).
Summative evaluations are used for decision making that will determine whether stakeholders should adopt, continue, or expand programs Prospective buyers, funders, and program directors would be the primary users of summative evaluations. This form of evaluation generally provides a system of accountability to stakeholders (McDavid, Huse, & Hawthorn, 2013).
Rubrics can be used for either formative or summative evaluations because it provides both detailed information for feedback, as well as an overall assessment for decision making.
(Fitzpatrick, Sanders, & Worthen, 2010; McDavid, Huse, & Hawthorn, 2013)

9. Rubrics are tools that are flexible which allow for future modifications and adjustments.
Rubrics can also provide a checklist of best or effective practices (Phifer & Nixon, 2001). Rubrics can be used during the planning and implementation phases of programs as a performance guide (Brookhart, 2013).
Most importantly, “rubrics tend to promote more positive attitudes about programs and personnel development while providing goals for future growth,” (Phifer & Nixon, 2001, p. 46). 

10. (Flynn, Tenam-Zemach, & Burns, 2015)
There is little empirical research to support the effectiveness of rubrics and rubrics can be harmful if not implemented properly
(Flynn, Tenam-Zemach, & Burns, 2015)
Rubrics evaluations are a common assessment tool in American education. However, there is little empirical research to support the effectiveness of rubrics and rubrics can be harmful if not implemented properly (Flynn, Tenam-Zemach, & Burns, 2015).
Rubrics can cause one to focus more on the outcomes which may lead to a loss of autonomy due to compliance (Parkinson, 2015). Rubric design has become more focused on its evaluative property rather than enhancing the learning of an objective (Haraway & Flinders, 2015).

11. Rubric Evaluation Development

12. Rubric Evaluation Development
When creating a rubric evaluation, the planning should include:
The purpose of the evaluation
The objective domains
How often the tool will be used
The construction of rubric evaluation is the key to achieving optimal results through the assessment. The planning of rubric evaluations should include the purpose of the evaluation, objective domains, and how often the tool will be used before selecting the type of rubric to be created (Taggart & Wood, 2001).

13. Rubric evaluations should be developed with a title that describes the purpose of the assessment. In addition to a descriptive title, the development of rubric evaluations consists of four parts: “task description, scale, dimensions, and description,” (Stevens & Levi, 2005).

14. Rubric Evaluation Development
Task Description:
the objective(s) or performance to be assessed
In program evaluation, the task description is the objective(s) or performance to be assessed. The task description is designed to convey the potential outcomes to be observed. The expectations should be based on what can be observed and not lead to deductions of quality (Brookhart, 2013).

15. Rubric Evaluation Development
Scale:
a continuum of observed achievement
(e.g., poor to excellent, novice to distinguished, unacceptable to exemplary)
A scale is a continuum of observed achievement. The scale of a rubric tends to rate the objectives or performance in a range from ineffective to effective. The range terminology can vary depending on the construction of the rubric (e.g., poor to excellent, novice to distinguished, unacceptable to exemplary). The number of scale levels can vary also. Scales are at least two levels and rarely more than five levels due to the difficulty of creating multiple distinct levels. Regardless of the labels used to describe the range, scales should be “continuous and consistent,” (Tierney & Simon, 2004).

16. Rubric Evaluation Development
Dimensions:
Also referred to as domains, the dimensions of a rubric objectives should be based upon research and should be aligned to the performance goals (Bliese, 2001)
Also referred to as domains, the dimensions of a rubric objectives should be based upon research and should be aligned to the performance goals (Bliese, 2001). It should be clear and appropriate to the overall purpose of the assessment (Brookhart, 2013). The dimensions do not suggest quality but merely state the category or group.

17. Rubric Evaluation Development
Description (of Dimension):
The performance descriptors should be presented along a spectrum of quality from the highest possible level to the lowest
(Brookhart, 2013)
The performance descriptors should be presented along a spectrum of quality from the highest possible level to the lowest (Brookhart, 2013). Parallel language should be used to match the objectives to the performance quality (Tierney & Simon, 2004).
Now that we know about the parts of rubrics, it’s time to…

18. CELEBRATE!!!

19. Learn By Doing
Let’s practice what we have learned during this session

20. Rubric Evaluation Development
Scenario:
Your students are required to submit a science fair project that uses the scientific method. You must to create a rubric to judge the projects. Use the information you have learned today to create a rubric to assess the science fair projects.
Pass out the worksheets

21. Rubric Evaluation Development
Step 1:
Determine the purpose of the evaluation.

22. Rubric Evaluation Development
Step 2:
Determine the objective domains.

23. Rubric Evaluation Development
Step 3:
Determine how often this tool will be used.

24. Rubric Evaluation Development
Step 4:
Create a descriptive title for this assessment.

25. Rubric Evaluation Development
Step 5:
Determine the task descriptions for this evaluation.

26. Rubric Evaluation Development
Step 6:
Determine the scale for this evaluation.

27. Rubric Evaluation Development
Step 7:
Determine the dimensions for this assessment tool.

28. Rubric Evaluation Development
Step 8:
Create descriptions for each dimension.

29. For Information Related to this Presentation: jokankam@pvamu.edu