Rubrics

YOU can do this!

Rubric

Achievement relative to a level of mastery (criteria) is comparedNeed to know the criteria ahead of timeNeed to consider a method of scoring

Rubrics Guide to assess a students workState expectations in a clear and fair mannerChecklist or Rating Scale

Developing a Rubric

Determine the content being taughtIdentify essential elements of the task

Describe performance indicators (ex: task analysis)

Articulate criteria and levels of qualityClear descriptionCriteria for each performance level

Try it outRevise

Task Analysis - Overhand ThrowSide to targetArm back swingStep with opposite footFollow through

Guidelines for Rating Scale

Rely on descriptive language rather than comparative languageDon’t use phrases like “somewhat better”

Provide useful discriminationEmphasize the finished product

Instructional Rubric for Gymnastics Routine

Rarely (1) Occasionally (2) Frequently (3) Consistently (4)

Demonstrates good forms including starts, balances, and ends

Movements flow smoothly and show natural transitions between movements

Included necessary elements (two different locomotor skills and one rolling movement)

Performs creatively and aesthetically pleasing routine

Instructional RubricGross Motor Skills

1-PRECONTROL 2-CONTROL 3-UTILIZATION 4-PROFICIENCY

Looks awkward Repetitions are more correct

Replicates with correctness

Skill is automatic

Each repetition looks different

Repetitions are similar; student can replicate

Needs concentration to succeed

Looks effortless

Adds extraneous and inefficient movements in situations

Skill correctness and quality decrease when sequenced or with a partner

Shows control in unpredictable situations

Refinement shown Quality remains in unplanned situations

Instructional Rubric Affective Domain

Criteria A Real Sport On Target Send Help

Respect for the Rules Consistently follows the rules

Helps to establish fairrules are followed

Usually follows the rules

Helps to see that rulesare followed

Little respect or regardFor rules"Rules are to be

broken"

Respect for Others Consistent kindness and

respect to othersHelpful, terrific team

person

Usually shows kindness

and respect to others

DisrespectfulUses "put downs,"

namecalling

Equal Opportunity

Excellent at sharingequipment, playing

time,and giving everyone a

chance

Helps to ensure everyone

gets their turn andequipment

Looks after #1 "me first"

" Frequently a "ball hog,"

court hog

Self-control Excellent control of body

and feelings

Usually controls bodyAnd feelings

Great difficultycontrolling body and feelingsHits others, angry, aggressive

Affective Learning

Beginning (1) Developing (2) Focused (3) Exemplary (4)

Abides by the rules and decisions made by the teacher

Uses equipment and space safely and properlyPlays and cooperates with other children regardless

of differencesExpresses enjoyment of practice activityInteracts with other children in classes

Instructional Rubric Affective Domain

Ultimate Team Player

Doing the Job On The Court On Another Court

Was ready and prepared to participate• Showed utmost respect to my classmates and teacher• Gave maximum effort* Displayed ideal fair play and leadership skills• Possessed a positive attitude towards the activity

Was ready and prepared to participate• Going consistently showed respect to my classmates and teacher• Gave good effort throughout• Displayed good fair play and leadership skills• Possessed a positive attitude towards the activity

Was ready to participate• Periodically showed respect to my classmates and teacher• Gave an average effort• Displayed some fair play and leadership skills• Possessed an average attitude towards the activity

Was not ready or prepared to participate• Showed little or no respect to my classmates and teacher• Gave minimal effort• Displayed poor fair play and leadership skills• Possessed a negative attitude towards the activity

Instructional Rubric Tennis Self Evaluation

What’s your level Be the Umpire How’s your Tennis Play Make Comments

Ace? / was on time and dressed appropriately

I played by the rules and encouraged fair play

/ always encouraged and supported my classmates

/ was always on task and worked well with others

Your Comments

Teachers Comments

Your Advantage / was on time and dressed appropriately

I played by the rules and regularly encouraged fair play

I made an effort to encourage support for my classmates

/ was regularly on task and worked well with others

Your Comments

Teachers Comments

Deuce / was on time and dressed appropriately

/ usually played by the rules and encouraged fair play

/ adequately encouraged and supported others

/ was usually on task and worked well with others

Your Comments

Teachers Comments

Fault / was late and/or inappropriately dressed

/ rarely played by the rules or etncouraged fair play

I rarely encouraged and supported others

/ was rarely on task and failed to work well with others

Your Comments

Teachers Comments

Checklist

Used to detect the presence or absence of a desired behaviorDecide on the behavior to be assessedDetermine how many elements to includeUse vivid language to list each elementDetermine the order of listed elementsUse parallel language to describe the elementsPilot the checklistRevise

Now you try!

Determine the number of performance levelsWrite the minimum standard first

List of performance indicators (ex: task analysis)

Simple and specific languageAction verbs

Use catchy terminologyLanguage easy to remember and discuss

Visible and availableRevise