Evaluation of assessment tools: Rubric Assignment

EDEE 355: Classroom Based Evaluation in Elementary

School

Catherine Hughes - 260519806

Submitted to: Dr. Sheryl Smith-Gilman

HEWLETT-PACKARD COMPANY

McGill University
October 5th, 2015

For this Rubric Assignment, I have selected a Grade 5 Research

Project Rubric (see attached) for my analysis. I chose this particular
rubric as I felt that it had several components that I could comment on,
review and revise to transform it into an effective assessment tool for
my Field Experience at my Grade 3 level. Another reason for selecting
this particular rubric was that a research project is a good authentic
performance task for assessing several of the QEP Cross-Curricular
Competencies, namely: To use information (Competency No1), To Solve
Problems (Competency No 2)To use creativity (Competency No 4), To
use information and communication technologies (Competency No 6)
and To communicate appropriately (Competency No 9). As mentioned
in the article Learning to Love Assessment, (Tomlinson, C.A.) in order to
teach for success, it is essential to align the assessments with the
knowledge, understanding and skill. It is important that all
assessments are a part of the curriculum and not apart from it.
My first observation of the rubric focused on the criteria selected
for assessing the task of the Research Project. Criteria in a rubric are
supposed to be indicators of good performance on a particular task. In
this rubric, the students Research Project would be evaluated using
seven different criteria: Facts, Research and Understanding, Sources
(websites used), Spelling, Capitals, Periods, Handwriting.
I find these criteria somewhat problematic in that there is no
explanation of the criterion used to identify what is being assessed. For
example, when the criteria Facts is listed, there is no description of
how the Facts are to be used or whether the Facts are of essential
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importance or secondary importance. These observations are two

illustrations of the lack of connection of this rubric with the QEP Cross
curricular competency No 1 To use Information. Although the
descriptors in the Facts criterion give some indication of student
performance and they are graduated using a three, two, one scale,
they lack consistency through the various levels of performance. For
example the achievement of Level 3 under the Facts criterion of the
rubric requires that the student convey relevant information. The
relevance of information is absent in level two and level one
performances.
In the next criterion, Research and Understanding, there is no
indication of what good research would consist of other than the
amount of research done and whether it was written in their own
words, in the descriptors of the various levels of student performance.
Combining Research with Understanding is also problematic in that
there are actually two distinct criteria being evaluated here. A better
approach would be to use the next criterion in the rubric Sources as a
descriptor of this Research and Data criterion. For example, if we
revised the criteria to Research and Data criterion, we could have a
descriptor such as: the student uses his own relevant websites and
sites provided by the teacher. This replaces the Sources criterion.
The Research and Data component of this criterion could be
described more accurately using the QEP Competency 1 To use
information and Competency 2 To Solve Problems with the following
criterion:
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Consultation of various sources

Appropriateness and relevance of elements identified

The Understanding component of this criterion could be described

more accurately using the QEP Competency 1 To use information with
the following criteria

Appropriate selection of information

Logical organization of information
Effective use of information
The next three criteria focus on Spelling, Capitals and Periods.

These language conventions fall under the QEP Competency 9 To

communicate appropriately
with the following criteria :

Clarity and precision of the communication

Coherence of the message (spelling)
Use of appropriate symbols or vocabulary (spelling , capitals and

periods)
Observance of codes and conventions (capitals and periods)
In my opinion, the handwriting criterion should not be included in

the Rubric as I do not feel a students handwriting should be part of the

performance task of a Research Project. Students will most likely use a
computer to produce their research paper.
The new criteria I would include in my rubric are: Facts and Data,
Research, Understanding, Appropriate communication, Creativity and
Use of checklist. These criteria would be giving me a better overall
picture of the Research Project. Additionally, these revised criteria
would include descriptions to allow for clear connections between the
expected performance and the criterion at each achievement level.
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Another weakness in the rubric was that it only had three levels
of performance. At Cycle 3, rubrics should have more than three
performance levels. Using only three levels might result in a teacher
having difficulty accurately assessing her students as a particular
assessment component could fall between two levels instead of
categorically being placed into a specific level of achievement.
Too many achievement levels can also be an issue. For example,
having more than six performance levels would make it hard to
distinguish between them because there would be such small
differences differentiating them from one another. After analysing the
rubric, I think 4 levels of performance would be most appropriate,
namely, Exceptional (4), Good (3), Acceptable/Adequate (2) and Needs
improvement (1). As identified in one of Professor Smith-Gilmans lectures in her
EDEE 355 class, it was agreed upon that these terms would be suitable for a formative
assessment. Keeping terminology simple and consistent makes it easier to use a rubric as
a communication tool with parents and students, allowing them to know exactly how the
work was assessed (Smith-Gilman, September 28th lecture) and minimizing subjectivity
on the part of the teacher.
Before giving students the assignment, I would go over a general
description of the various achievement levels. It would provide them
with an overall view of the four levels of achievement, which can be
applied to any student work. I would then also go through the check list
with my students and go through their new revised rubric. If students
are aware of what is expected of them, research shows that they will
perform to expectations. Providing a rubric to students in advance of
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the assessment is a necessary, but often insufficient, condition to

support their learning. Although experienced teachers have a clear
conception of what they mean by quality work, students dont
necessarily have the same understanding. Learners are more likely to
understand feedback and evaluations when teachers show several
examples that display both excellent and weak work. These models
help translate the rubrics abstract language into more specific,
concrete, and understandable terms. (McTighe, J. & OConnor, K.,
2005)
For this reason, I have decided to add a checklist to help guide
students as they are completing their assignment. This checklist will be
developed collaboratively; as a class we would read the rubric and
come up with the checklist. As mentioned in the article SelfAssessment Through Rubrics (Andrade, H. (2008), this process will
help my grade three students orient themselves with the expectations
of the assignment, as well guide them to embellish their research
project as they can use the feed back from their checklist. I have reworked
the rubric with the intention of keeping the same learning objectives of this project,
however it was difficult to adapt this to a cycle 2 classroom. I would change the levels,
starting with Exceptional (4),Good(3), Acceptable/Adequate(2), and Needs
improvement(1). I would include a section at the bottom of the rubric for teacher
feedback. This area could be used for a teacher to write notes to the students about ways
they can improve and things they may have done well. In Coopers article, he mentions
how feedback delivered in words is helpful to students (Cooper 2008, page 8). Providing

no grades and focusing more on constructive feedback and time for revision will ensure
that students will learn from this assessment.
Included in this rubric would be a simple checklist for students to fill out as a part
of self-reflection. There would be various sections pertaining to the different descriptors
of the rubric. Students would use checkmarks to indicate they have included all of these
in their project. At the bottom I would include a section for the student to include
comments.
In closing, the Research Project Rubric I have analyzed had many
weaknesses and would not have accurately served as an assessment
tool for student work. From the criteria used, their lack of description,
their disconnection to the QEP competencies and the lack of
consistency of criteria throughout the performance levels, the rubric
was clearly lacking in most aspects, regardless of the grade level it was
intended for. Although it had not been explicitly stated, a large focus
of the rubric was directly related to the Language Arts essential
knowledge of the QEP, which states that student texts must have
correct syntax and a variety of sentences. (2013., p.87).I am providing
a revised Research Project Rubric which I feel is a more encompassing
and accurate evaluation of a Research Project. The revised rubric is
also well aligned with the QEP cross-curricular competencies and is
appropriate to a Grade 3 level. I have also included a self assessment
component through the use of a checklist for this assignment.
Although this was a challenging assignment, as I have never had
to construct a rubric, I found it very interesting to analyze and break
down the evaluation criteria. Personally, I remember how appreciative I
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was whenever a teacher took the time to develop rubrics for us and
explain what they were looking for with that particular assignment. I
now have a much better understanding of rubrics and their
importance. Rubrics are an important tool for both students and
teachers.
They not only guide teachers when assessing the final work, but also
guide students as they develop their work. Rubrics give students a goal
to attain through clear descriptions of what excellent, good, poor and
lacking work looks like. It is always easier to achieve excellence when
you have a clear description in a well structured rubric.

Revised Rubric for Grade 3 Research Project:

Evaluation
Criteria

4.
Exceptional

3. Good

2.Acceptable/
Adequate

1. Needs
Improvemen
t

Research and data

Sources
consulted
Relevance of
information
Accuracy of
data

Student has
consulted
various
sources, listing
all sources
used and has
provided
pertinent
information
throughout the
research
project and has
presented
accurate data.

Student
consulted
some
sources,
listed and
provided
some
relevant
information
and data
throughout
the research
project.

Student
consulted few
sources have been
consulted and
provided
insufficient
examples of
pertinent
information and
data throughout
the research
project.

Understanding
Use of
information in
own words
Ability to
contextualize
information

Student is able
to take
information and
draw on
important
material. Makes
conclusions in
own words with
information
found and is
able to expand
on the topic.
Communication
is appropriate
and clear. The
information is
sustained
throughout the
research
project, writing
with
appropriate use
of vocabulary
language and
syntax.

Student is
able to take
information
and has draw
on certain
aspect of
material and
makes
conclusions in
own words.

Student is able to
draw very little
information from
resources, copies
text from
resources.

Conveys
found
information in
a clear
manner.
Information
found and
conclusions
drawn are
clear. Some
slight
grammatical
problems, but
not enough to
hinder the
coherency of
the message.
Demonstrates
use of some
creativity and
originality in
the approach
used to
present the
information
for the
research
project.
Makes
connections
among
elements.

Communication is
unclear.
Information lacks
coherence and
conclusions drawn
not clear.
Grammatical
vocabulary and
syntax errors
throughout the
research project.

Communicatio
n is
inadequate
and lacking
information,
coherence of
the message
is unclear and
major
grammatical,
vocabulary as
well as syntax
errors
throughout
the research
project.

Demonstrates
little creativity and
originality in the
approach used to
present the
information
Very few
connections
among the
elements.

Demonstrates
no creativity
or originality
in the
presentation
of the
research
project. There
are no
connections
among
elements.

Appropriate
communication
Clarity of
communication
Coherence of
message
Appropriate
use of symbols
and vocabulary
Language and
grammar

Creativity

Diversity of
approaches
Originality of
connections
among
elements

Demonstrates
creativity and
originality in
the approach
used to present
the information
for the research
project. Makes
clear
connections
among
elements.

Student
has not
consulted
resources, has
no pertinent
information
throughout
the research
project and
accuracy of
data cannot
be verified
because of
lack of
sources.
Student
is lacking
important
pertinent
information,
no conclusion
drawn from
material and
text has been
plagiarized.

Use of checklist
Understanding
of task
Perseverance
Completion of
task
Recognition of
successes and
challenges
Ability to self
assess

Task
requirements
and
expectations
have been
clearly
understood,
and acted
upon. Student
seeks help
when needed,
student has
self-analysed
his work with
the use of
checklist.

Task
requirements
have been
understood.
Student seeks
help when
needed,
student has
self-analysed
his work with
the help of a
checklist.

Task requirements,
have not been
clearly
understood,
Student doesnt
seek help when
needed and is
unable to
recognize the
successes and
challenges of his
own work. Does
not effectively use
checklist.

Task
requirement
not
understood
Student
doesnt seek
help when
needed and is
unable to
recognize the
successes and
challenges of
his own work.
Does not use
checklist.

Teacher comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________

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Self-assessment using an editing checklist

In order to incorporate self-assessment to engage students in their
learning, I would develop an editing check list like the one below with
my grade three class as it gives them a better idea of what is
expected. Student engagement in using the checklist would be high as
they would feel as if they have developed this checklist and would be
inclined to use it.
Editing Checklist for Self- and Peer Editing
Directions: Edit your research project using the Self-Edit columns, fixing
any errors you come across. Then, have a peer complete the Peer Edit
columns while you observe their work. After completing each step,
place a check in the box. Comments and suggestions can be written on
the lines provided.
Self Edit
Check list items:

Completed

I have found information

on the internet, in
books, in news papers
about my research
topic.
I have kept track of all
my resources.

I am able to read
through the information,
and keep only the
important content.

Research that I found is

about my topic and is
re-written in my own
words.

I have read over my

research project.
I have checked my
paper for punctuation,
use of capital letters,
spelling and grammar.

Complet
ed

Peer Edit
Comment on Check list
items:

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I have presented my
project in a creative
way, using new
materials and
approaches that I do not
usually use.

I am proud of my work.

References
Andrade, H. (2008). Self- Assessment Through Rubrics. Educational
Leadership 60,
4:60-63
Cooper, Damian. The Key to Good Assessments. Vol. 2008. Print.
Frank, W. (2015, September 14). Research Project Rubric. Unpublished
manuscript, Royal Vale Elementary, Montreal, Quebec
Gouvernement du Quebec. (2013). Chapter 2: Cross Curricular
Competencies Retrieved October 1, 2015, from Quebec
Education Program website:
http://www1.mels.gouv.qc.ca/sections/programmeFormation/prim
aire/index_en.asp
Gouvernement du Quebec. (2013). Chapter 5: Languages. Retrieved
October 1, 2015, from Quebec Education Program website:
http://www1.mels.gouv.qc.ca/sections/programmeFormation/prim
aire/index_en.asp
McTighe, J. & OConnor, K. (2005). Seven Practices for Effective
Learning. Educational Leadership 63, 3:10-17
Smith-Gilman, S. (n.d.). September 28th Lecture. Lecture presented in McGill.
Tomlinson, C. A (2008). Learning to Love Assessment. Educational
Leadership 65, 4: 8-13

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