Assessment:Creating and Using Rubrics

Workshop Goals• Review rubrics and parts of rubrics• Use your assignment to create a rubric scale &

dimension• Peer review your rubric dimension

Grading & Rubrics• What purpose do grades serve? • Why is grading a challenge? • What are some ways to make grading more

efficient?

• Mr. D

Do you need a rubric?• Examine the handout. • Check any items with which you agree.

What is a rubric?• A rubric is a scoring tool that lays out the specific

explanations for an assignment (Stevens & Levi, 2013).

• Have you used rubrics before?

• What has your experience with rubrics been?

• Brief discussion

Rubric Example

Parts of a Rubric• Four Basic Parts• Task description• Scale (levels of achievement)• Dimensions (breakdown of skills/knowledge)• Level of performance (feedback)

Task Description• Most rubrics will contain both a descriptive title

and a task description.

• Use descriptions from your syllabus and assignment sheets for consistency.

• Remember to consider the principles of assessment design when including your task descriptions• Clearly state goals and outcomes• Match your assessment to what you teach

Scale• Describes how well or how poorly any given task

has been performed. • Terms should be considerate, yet clear• Mastery, partial mastery, progressing,

developing, and emerging • provide more positive, active verb descriptions of

what is expected

Scale• Other scale ratings

• High level, middle level, and beginning level (non-judgmental)

• Distinguished, proficient, intermediate, novice

• Accomplished, average, developing, beginning

Scale• How many levels should I include?

• The more levels you include, the more difficult it is to differentiate among them & explain precisely why one student’s work falls into the scale level it does.

• More specific levels make the task clearer for the student, and reduce the time needed for detailed grading.

• Stevens & Levi suggest 3-5

Other scaling options• Holistic Rubrics

• Contain a description of the highest level of performance expected for each dimension.

• There is room for scoring and description

• The evaluator usually provides one overall score for students.

Holistic Rubric

Dimensions• These are the all encompassing categories for the

rubric.

• Contain at least the highest level of performance

• Additional levels of performance can be described in the dimensions

• The more specific criteria you provide, the more helpful information and feedback your students will have both before and after the assignment.

Examine your assignment• Outline the elements or critical aspects of your

assignment

• Choose one dimension for your assignment

• Create an evaluative range• Consider using a developmental range to encourage

students and provide feedback

• Add descriptors that qualify each level of performance• Use objective indicators for each of these categories

• Assign a numerical value to each level

Share your rubric• It’s important to get feedback about your rubric.

• With a partner, explain your assignment, and share the rubric you have created. Provide feedback about what is clear and unclear with your partner.

• For rubrics you use in class, consider sharing them with students.

Tips for Designing Rubrics• Use parallel language• Use student friendly language• Share your rubric with your students• Don’t use too many columns• Don’t reinvent the rubric– common rubrics and

templates are out there• Rely on descriptive language• (Miller, 2012)

Why use rubrics?• Consistency of assessment from student-to-

student• Saves time in grading• Provides timely, effective feedback• Promotes student learning in a sustainable way• Clarifies components of assignments for both

students and future teachers• Promotes reflection and refinement of teaching

skills through analysis of results

Why use rubrics?• Rubrics also help students• Understand expectations for assignments• Become more aware of their learning process and

progress• Improve work through timely and detailed feedback

Using rubrics• How can you see yourself using a rubric?

References• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C.,

& Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

• Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

• Gross-Davis, B. (2009). Tools for teaching. San Francisco: Jossey-Bass.

• Miller, A. Tame the beast: Tips for designing and using rubrics. Edutopia. http://www.edutopia.org/blog/designing- using-rubrics-andrew-miller

• Stevens, D. D. & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective

feedback, and promote student learning (2nd ed.). Sterling, VA: Stylus Publishing.

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