1. 1 The development of rubrics as assessment tool to facilitate feedback and enhance learning

2. 2 The name: rubric The term rubric is derived from the Latin term rubrica that means, "red earth“. It came to refer to indications written in red ink within manuscripts of various forms during the middle ages. Red markings within liturgical documents could indicate how a hymn was to be sung or a religious service was to be conducted. In legal documents, text in red often indicated a heading in a code of law that led to rubric coming to mean any brief, authoritative rule.

3. 3 WHAT IS AN ASSESSMENT RUBRIC? A checklist of characteristics - that makes it easier to assess - the quality of a learning product. A rubric identifies the traits and components - that must be present - to indicate the extent to which - a learning outcome is achieved. A rubric is a set of assessment criteria that specifies the required characteristics for each level of quality.

4. 4 WHY USE RUBRICS? Promote unanxious expectations Make grading criteria known to students Drive curriculum and pedagogy Reduce teacher subjectivity Ensure accountability Maintain focus on content and performance standards and student work Provide opportunities for self-assessment

5. 5 What is a criterion? A characteristic or trait to make decisions by A standard on which a decision may be based A yard stick for measurement What you will use to base a decision on

6. 6 Terms to use in measuring range/scoring levels After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. These words will be the ones that you will change as you write the less than top level performances. Needs Improvement...Satisfactory...Good...Exemplary Beginning...Developing...Accomplished...Exemplary Needs work...Good...Excellent Novice...Apprentice...Proficient...Distinguished Numeric scale ranging from 1 to 5, for example

7. 7 Levels of achievement

8. 8 Types of rubrics Holistic Rubric: Scoring decision based on global look Analytic Rubric: Examines only certain criteria but in detail

9. 9 THE COMPONENTS OF A HOLISTIC RUBRIC Title Different achievement levels needed Level descriptor indication Level descriptor criteria

10. 10

11. 11 THE COMPONENTS OF AN ANALYTIC RUBRIC Title Levels Level descriptors (if applicable) Categories Category descriptors Category level descriptor criteria [evidence expected] (within categories or within category descriptors)

12. 12

13. 13 FORMAT

14. 14 Observation checklist Reasons for observing: –To assess knowledge and skills –To assess group interactions –To assess communication skills –To evaluate the effectiveness of a particular aspect –To provide a basis for support, guidance or intervention Hints for observing: –Know why you are observing –Know what you are looking for –Plan your checklist –Don’t try to observe everything Structure –increases the info you collect –cut down on time wasted

15. 15 Example Checklist for observing microscope skills Student’s Name : Behaviour/SkillsDateYesNoDateYesNo

16. 16 Example CriterionYesNo Documentation is complete The information or data collected is accurate Written work is neat and legible Tables and diagrams are completed neatly Each new section begins with an appropriate heading Errors are crossed out but not erased Spelling and language usage are edited and corrected Information is recorded in a logical sequence Technological aids are used appropriately Notes are collected in a folder or binder Colour or graphics are used to enhance the appearance Rough work is done seperately Data Collection / Notebook Checklist Name: Date:

17. 17 Rating scale Same usage as a observation checklist Records the degree to which particular knowledge, skills or processes are found or the quality of the performance

18. 18 Example Criteria AverageAbove Average Improvement Needed Task Attitude  Shows enthusiasm  Cooperates with others  Works hard at improving  Can work with others on a team  Shows consideration for the safety and well-being of others Motivation  Can work by her/himself  Is able to understand the tasks to be done and completes them without being told Reliability  Can be trusted  Is able to follow oral or written directions  Is on time with tasks  Attends class regularly  Meets responsibilities Accepts recommendations Flexibility Group interaction skills Rating scale for affective aspects Name: Date or period of observation:

19. Tips For Effective Rubric Design How to: design a rubric that does its job write precise criteria and descriptors make your rubric student-friendly

20. The Cookie Task: Make a chocolate chip cookie that I would want to eat. Criteria: Texture, Taste, Number of Chocolate Chips, Richness Range of performance: –Delicious(14-16 pts) –Tasty(11-13 pts) –Edible(8-10 pts) –Not yet edible(0-7 pts)

21. The Rubric Delicious 4 Tasty 3 Edible 2 Not yet edible 1 # chipsChips in every bite 75% chips50% chipsLess than 50% chips textureConsistently chewy Chewy middle, crispy edges CrunchyLike a dog biscuit colorEven golden brown Brown with pale center All brown Or all pale Burned richnessButtery, high fat Medium fatLow-fat flavor Nonfat flavor

22. Holistic Or Analytic—Which To Use? HOLISTIC—views product or performance as a whole; describes characteristics of different levels of performance. Criteria are summarized for each score level. (level=degree of success—e.g., 4,3,2,1 or “Tasty”) (criteria= what counts, facets of performance—e.g., research or number of chips or presentation)

23. Holistic Or Analytic? HOLISTIC—pros and cons +Takes less time to create. Well… +Effectively determines a “not fully developed” performance as a whole +Efficient for large group scoring; less time to assess - Not diagnostic - Student may exhibit traits at two or more levels at the same time.

24. Holistic Or Analytic? Analytic=Separate facets of performance are defined, independently valued, and scored. Example: Music—skill=string improvisation development Facets scored separately: melody; harmonics; rhythm; bowing & backup; confidence

25. Holistic Or Analytic? Analytic—pros and cons +Sharper focus on target +Specific feedback (matrix) +Instructional emphasis -Time consuming to articulate components and to find language clear enough to define performance levels effectively

26. Tip Don’t use generic or “canned” rubrics without careful consideration of their quality and appropriateness for your project. These are your students, not someone else’s. Your students have received your instruction.

27. Tip Limit the number of criteria –Well… –Don’t combine independent criteria. “very clear” and “very organized” (may be clear but not organized or vice versa).

28. It’s hard work… Expect to revise…and revise… –One problem is that the rubric must cover all potential performances; each should fit somewhere on the rubric. “There are no final versions, only drafts and deadlines.” When you’ve got a good one, SHARE IT!

29. When to use these rubrics Usually with a relatively complex assignment, such as a long-term project, and essay, or research-based product. –Informative feedback about work in progress –Detailed evaluations of final projects

30. Also Provide specific “Comments” on your rubric and/or on the student product itself.

31. Rubric Basic Structure Criteria123 Number of Sources 1-45-910-12 Historical Accuracy Lots of historical inaccuracies Few inaccuraciesNo apparent inaccuracies Organization Cannot tell from which source information came Can tell with some difficulty where information came Can easily tell from which sources information was drawn Use of APA Format Lots of APA errorsFew APA errorsNo apparent APA errors Objective: Research Paper

32. Uses of Rubrics  Set evaluator & performer expectations  Criteria by which work is judged  Difference between excellent & weak work  Formative student feedback  Grade assignments  Standardize grading across graders  Assess programs (GEC)

33. Advantages of Using Rubrics Clarity –Expectations, objectives, grading, feedback Objectivity –Standardized, consistent, fair, valid, reliable Legitimacy –Fairness increases student responsibility Efficiency –Easy to make, use and explain Improve skills & End Products –Instructor, students, peers

34. Writing Rubrics  Identify and define the assessment objective or purpose  Select and write the needed number of scoring criteria Select and write the desired levels of performance  If desired, select and write the descriptors

35. Electronic Rubric Builders Here are a few: –Teachnology.comTeachnology.com –RubistarRubistar –Rubric StudioRubric Studio

36. Calibrating Rubrics: Validity Validity – the accuracy with which the rubric assesses the objective or purpose; are we evaluating what we intended? –Self Check –Colleague Review –Student Review –Pilot Test

37. Calibrating Rubrics: Reliability Reliability – how consistently the rubric assesses the objective or purpose over time and across raters; are the resulting scores consistent?

38. Rubric Resources Documenting Excellence – General Education Rubrics: http://www.documentingexcellence.com/examples/rubricgened/rubric.htm http://www.documentingexcellence.com/examples/rubricgened/rubric.htm Authentic Assessment Toolbox: http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm Rubrics.com: http://www.rubrics.com/http://www.rubrics.com/ Teacher Created Rubrics for Assessment: http://www.uwstout.edu/soe/profdev/rubrics.shtml http://www.uwstout.edu/soe/profdev/rubrics.shtml Sinclair Community College – General Education Rubrics: http://www.sinclair.edu/about/gened/genedrubrics/index.cfm http://www.sinclair.edu/about/gened/genedrubrics/index.cfm CSU – Institutional research Assessment & Planning: http://www.csufresno.edu/ir/assessment/rubric.shtml http://www.csufresno.edu/ir/assessment/rubric.shtml

39. 39 Some URLs on assessment rubrics: http://school.discovery.com/schrockguide/assess.html http://www.cloudnet.com/~edrbsass/edsci.htm http://users.massed.net/~gailly/CollaborationRubric http://lrs.ed.uiuc.edu/students/tbarcalow/490asa/ASAResources.htm http://www.cmsdnet.net/alliance/ritterla/webtv.htm http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm http://bragg-es.odedodea.edu/devers/rubrics.html http://www.grand.k12.ut.us/curric/rubrics.html http://www.odyssey.on.ca/~elaine.coxon/Reporting/assessment2.htm http://home.iprimus.com.au/renaats/english_OUTCOMES.htm http://www.arp.sprnet.org/inserv/eval5.htm http://jawbone.clarkston.wednet.edu/pages/classwebs/rubrics.htm http://www.coe.ilstu.edu/phklass/eaf493/rubric.htm http://www.music.miami.edu/assessment/rubricsDef.html http://perrynet.sparcc.org/webunits/bb/Hero/rubrics.html http://pegasus.cc.ucf.edu/~jmorris/rubric.htm http://www.kapaams.k12.hi.us/netshare/cinch/assessment_rubrics.htm