rubrics

Designing and using rubrics

ASSESSMENT FOR LEARNING

WHAT IS A RUBRIC?

A description of explicit learning goals

A vehicle for feedback

A guide for planning future learning

A scoring chart

A SAMPLE RUBRIC – COMPARING TWO ITEMS

Exemplary Proficient Beginning

Ability to select appropriate characteristics for comparison

Selects important characteristics that provide a significant basis for comparison.

Selects characteristics of varying importance that allow some comparison between two items.

Selects characteristics which allow for a little comparison.

Ability to identify similarities and differences between two items.

Accurately identifies and selects the major similarities and differences for both items.

Some similarities and differences identified. Important similarities and differences not included.

Identifies either similarities or differences.

Ability to use the identified similarities and differences to reach significant conclusions

Draws insightful and thoughtful conclusions from the similarities and differences.

Some thoughtful conclusions are drawn from the comparisons.

A few conclusions are drawn from the comparisons.

Expected Qualities

HOW CAN RUBRICS BE USED IN ASSESSMENT FOR LEARNING BY

TEACHERS?

Teachers can use rubrics when they:

plan for student learning

monitor the progress of student learning during a task or activity

assess the completed task or activity

provide feedback to students

report to parents.


STUDENTS?

Students can use rubrics:

when they plan their work

during the performance of the task or activity

at the completion of the task.


PEERS?

Students can support each other’s learning using rubrics. They can:

• assist in the monitoring of progress during a task

• assess the completed task

• provide feedback.

LET’S HAVE A GO AT DESIGNING

Imagine you have been served a burger at a local fast food outlet.

Think about the presentation (the expected quality) of a meat patty burger.

How would you describe a very well presented burger, a satisfactory burger and one that needs improvement? (What would be the indicators?)

WHAT MIGHT THE INDICATORS LOOK LIKE?

NEED IMPROVEMENT

A burger that ‘needs improvement’ has the meat patty off centre, pieces are broken off the bun, fillings are scanty or missing, sauce is oozing out of the bun and the wrapping does not completely cover the burger.

SATISFACTORY

A burger whose presentation is of satisfactory quality has all of the required contents, some sauce is present and the wrapping covers the burger.

VERY WELL PRESENTED

A very-well presented burger has the correct amount of fillings in the same order as the glossy picture on the wall, the bun is firm and the fillings don’t slide out, the sauce is in a appropriate quantity, and the burger is neatly and tidily wrapped so that it won’t fall apart when being carried.

HOLISTIC AND ANALYTICAL RUBRICS

Holistic rubrics

Describe levels of performance in terms of the product or performance as a whole.

Are most useful when the ‘whole’ is more important than the ‘parts’.

Are often used in summative assessment, but may also be used for formative assessment.

Analytical rubrics

Identify separately each of the qualities expected to be in evidence in the produce or performance.

Are most useful in formative assessment.

WHY INVOLVE STUDENTS IN DESIGNING THEIR OWN RUBRICS?

Students will:

have a voice in their own assessment

be partners in learning

understand the expected qualities and indicators

understand feedback.

HOW CAN STUDENTS BE INVOLVED IN DESIGNING THEIR OWN

RUBRICS?

Determining expected qualities Students work in small groups.

Brainstorm several expected qualities.

Bring together these expected qualities.

Check that the student-chosen expected qualities are realistic with reference to the curriculum framework for the subject and/or level of schooling, that is, do they match the learning goal/s?

Use the most favored three or four expected qualities for the rubric.

DESIGNING RUBRICS (1)

Selecting expected qualities from a predetermined list

• Include non-negotiable which reflect outcomes from the curriculum framework.

• Allow students to choose from a range of expected qualities.


Making decisions about performance levels

How many performance levels should be used?

What terms should be given to the performance levels?


Writing indicators

Write the indicators for the highest and lowest performance levels first.

Avoid using value-laden words such as good, better and best.

Describe differences in performance in terms of quality, frequency, degree and, where relevant, number.

rubrics

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