What is a Rubric?

What are the uses of Rubric?

How is a Rubric designed?
What are some samples of Rubric?

General / Everyday
Mathematics
Science
Social Science
Reading
Writing
Technology, etc.
 The role of assessment in teaching happens to be
a hot issue in education today, and has led to
an increasing interest in “performance-based
education.”

 Performance-based education poses a challenge

for teachers to design instruction that is task
oriented. The trend is based on the premise
that learning needs to be connected to the
lives of the students through relevant tasks
that focus on students' ability to use their
knowledge and skills in meaningful ways.
 In this case, performance-based tasks require
performance-based assessments in which the
actual student performance is assessed
through a product, such as a completed
project or work that demonstrates levels of
task achievement.

 Performance-based assessment has led to the

use of a variety of alternative ways of
evaluating student progress (journals,
checklists, portfolios, projects, etc.) as
compared to more traditional methods of
measurement (paper and pencil testing).
For the purpose of this
presentation,
the use of rubrics
will be explored
as a viable means of
evaluating students'
performances.
Student Performance and Assessment
Student performances - targeted tasks that lead to a
product or overall learning outcome.

Products - a wide range of student works that target

specific skills.
 Communication skills such as demonstrated in reading,
writing, speaking, and listening
 Psychomotor skills requiring physical abilities to perform
a given task
 Behavior expectations targeting complex tasks that
students are expected to achieve
Using rubrics is one way that teachers can evaluate
or assess student performance or proficiency
in any given task as it relates to a final
product or learning outcome.

Thus, rubrics can provide valuable information

about the degree to which a student has
achieved a defined learning outcome based
on specific criteria that defined the
framework for evaluation.
A RUBRIC is…
 Etymology: Root - Red, red ochre, red earth, red ink.

 Usage: Rubric refers to decorative text or

instructions in medieval documents that were
penned in red ink. In academia, rubrics originally
referred to notes that a teacher penned in red
ink while grading a paper. In modern academic
jargon, rubrics have come to refer to a scoring
tool.
A RUBRIC is…
 A performance-based assessment that evaluates
student performance on any given task or set of
tasks that ultimately leads to a final product, or
learning outcome.

 A scoring tool for subjective assessments. It is a

set of criteria and standards linked to learning
objectives that is used to assess a student's
performance on papers, projects, essays, and
other assignments. Rubrics allow for standardized
evaluation according to specified criteria, making
grading simpler and more transparent.
A RUBRIC is…
 A working guide for students and teachers,
usually handed out before the assignment
begins in order to get students to think about
the criteria on which their work will be
judged.

 A formative type of assessment because it

becomes an ongoing part of the whole
teaching and learning process.
A RUBRIC is…
 A type of matrix that provides scaled levels of
achievement or understanding for a set of criteria or
dimensions of quality for a given type of
performance, for example, a paper, an oral
presentation, or use of teamwork skills

 The scaled levels of achievement (gradations of quality) are

indexed to a desired or appropriate standard (e.g., to the
performance of an expert or to the highest level of
accomplishment)

 The descriptions of the possible levels of attainment for

each of the criteria or dimensions of performance are
described fully enough to make them useful for judgment of,
or reflection on, progress toward valued objectives
 Students themselves are involved in the
assessment process through both peer and
self-assessment. As students become familiar
with rubrics, they can assist in the rubric
design process. This involvement empowers
the students and as a result, their learning
becomes more focused and self-directed.

Authentic assessment, therefore, blurs

the lines between teaching, learning, and
assessment.
Holistic rubrics provide a single score based on
an overall impression of a student’s
performance on a task.
Advantages: quick scoring provides an overview of
student achievement
Disadvantages: does not provide detailed
information, may be difficult to provide one
overall score
Use when: you want a quick snapshot of
achievement; a single dimension is adequate
to define quality.
Analytic rubrics provide feedback along several
dimensions.

Advantages: more detailed feedback, scoring more

consistent across students and graders
Disadvantage: time consuming to score
Use when: you want to see relative strengths and
weaknesses; you want detailed feedback; you
want to assess complicated skills or
performance; you want students to self-
assess their understanding or performance
General rubrics contain criteria that are
general across tasks.

Advantage: can use the same rubric across different

tasks
Disadvantage: feedback may not be specific enough.
Use when:
you want to assess reasoning, skills, and
products; all students are not doing exactly
the same task.
Task specific rubrics are unique to a specific
task.

Advantage: more reliable assessment of performance

Disadvantage: difficult to construct rubrics for all

tasks.

Use when:
you want to assess knowledge; when
consistency of scoring is extremely important.
Criteria are dimensions on which performance is rated.
ex. content, organization, style, focus, and conventions

Levels of performance are used to designate the quality, or

how well, the student performed each of the descriptors.
ex. excellent, good, average, poor, unacceptable

Descriptors are phrases or sentences that describe the quality of

the performance along a continuum of performance levels.
ex. All necessary information was presented clearly and
concisely. Content had logical organization. Business-
letter form was maintained. All contact information was
complete. Letter showed command of sentence
structure, grammar and punctuation. Spelling and word
usage were correct.
A. Performance Levels
B. Criteria (Dimensions): Standards and Skills
C. Total Point Values for each of the elements
D. Descriptor for each criterion or dimension at
each performance levels
E. Point Value Range for each of the elements at
each performance level
F. Column for Scoring
FIRST, identify and understand learning
objectives.

Teachers need to define the learning

outcome or objective that students
are expected to achieve. From that
point, begin to work backwards.
SECOND, survey models.

Have students look at models of good

versus not-so-good work. Identify the
characteristics that make good work
good and bad work bad.
Use "anchor products" that represent various performances
that can be evaluated as high quality, average, and
low. Have at least three samples of each level to make
such judgments. Use these samples to evaluate all of
the students’ products.
THIRD, define criteria.

List the criteria to be used in the rubric

and allow for discussion of what
counts as quality work. Asking for
student feedback during the
creation of the list also allows the
teacher to globally assess the
students’ learning experiences.
FOURTH, articulate gradations of quality.

These hierarchical categories should

concisely describe the levels of quality
(ranging from bad to good). They can
be based on the discussion of the
good versus not-so-good work
samples. Using a conservative number
of gradations keeps the rubric user-
friendly while allowing for fluctuations
that exist within the average range.
FIFTH, assign scores.
Scores (either numerical or qualitative, or a
combination of both) can then be
assigned for each level from highest to
lowest, or vice versa. Make the scoring
system objective and consistent.
Be practical when designing the scoring
system. No more than six dimensions
should be used for a single final
product.
SIXTH, practice on models.
Provide examples of students’ works that
illustrate each performance level.
Students can test the rubrics on sample
projects provided by the instructor. This
practice can build students’
confidence by teaching them how the
instructor would use the rubric on their
projects. It can also facilitate student
/teacher agreement on the reliability of
the rubric.
SEVENTH, ask for self-assessment and
peer-assessment.

Give students their tasks. As they work,

stop them occasionally for self- and
peer-evaluation.
EIGHTH, revise the rubric.

Revisions should be based on the

received feedback out of the self-
and peer- assessment.
NINTH, use teacher assessment.

This is done by using the same rubric the

students used to assess their work.
It is imperative that students clearly understand how they
are being evaluated and what each level represents
in relation to scores assigned.

This really helps students to understand the standards

that they are being held accountable to achieve.

It is also a great tool for helping students self

diagnose strengths and weaknesses so that they
become part of the "planning for instruction"
process.
 Rubrics improve student performance by clearly
showing the students how their work will be
evaluated and what is expected.

 Rubrics help students become better judges of the

quality of their own work.

 Rubrics allow assessment to be more objective and

consistent.

 Rubrics force the teacher to clarify his/her criteria in

specific terms.

 Rubrics reduce the amount of time teachers spend

evaluating student work.
 Rubrics promote student awareness about the criteria
to use in assessing peer performance.

 Rubrics provide useful feedback to the teacher

regarding the effectiveness of the instruction.

 Rubrics provide students with more informative

feedback about their strengths and areas in
need of improvement.

 Rubrics accommodate heterogeneous classes by

offering a range of quality levels.

 Rubrics are easy to use and easy to explain.

____ Rubric Categories Do the categories reflect the major learning
objectives?

____ Levels Are there distinct levels which are assigned

names and point values?

____ Criteria Are the descriptions clear? Are they on a

continuum and allow for student growth?

____ Student-Friendly Is the language clear and easy for students to

understand?

____ Teacher-Friendly Is it easy for the teacher to use?

____ Validity Can the rubric be used to evaluate the work?

Can it be used for assessing needs? Can
students easily identify growth areas needed?

Dimensions Strong
(Categories) "In Control"
5 3
-clear and focused
-holds attention
-rich with details and
anecdotes
IDEAS -fresh, original treatment
of ideas
-easy to understand
-order, structure or
presentation of information
is compelling and moves
the reader through the text
-flows smoothly
ORGANIZATION -inviting introduction
draws reader in
-satisfying conclusion
-thoughtful, smooth
transitions
-tone of writing is individual
and engaging, appropriate
to purpose and audience
VOICE -writer has taken risks by
revealing himself
-commitment to topic
Levels (Criteria)
Developing Not There Yet Points
"Coming Along"
1
-adequate but mundane -unclear
treatment of ideas -leaves reader hungry
-some attempt at support or for details
expansion but key issues or -text may be
story line not fleshed out or repetitious, confusing
confused by irrelevant detail or disconnected
-all events assume equal - random thoughts
importance
-structure moves reader -a clear sense of
through direction is not evident
text without confusion -ideas may be strung
-recognizable introduction together loosely
and conclusion -ineffective or
-connections between ideas nonexistent lead
may and conclusion
be unclear at times -hard to determine the
main point
-writing contains generalities
and few personal insight -style does not match
-tone may be pleasant and audience or purpose
"safe" -monotone, flat writing
-individual perspective or -lifeless, risk-free
sincerity is not evident

Dimensions Strong
(Categories) "In Control"
5 3
-powerful, engaging words,
convey the intended
impression in a precise,
WORD
CHOICE
interesting and natural way
-phrases create pictures,
linger in reader's mind
-natural flow to sentences
-sentences are well-
SENTENCE
FLUENCY
constructed with strong and
varied structure
-cadence invites oral reading
-writer demonstrates a
grasp of standard writing
CONVENTIONS conventions
-some minor errors
Levels (Criteria)
Developing
"Coming Along"
-words are adequate,
correct
-attempts at colorful
language may go too far
-passive verbs, mundane
nouns, some adjectives and
adverbs
-text seems more pleasant
and businesslike than
musical
-sentences are generally
correct with some variety in
length and structure
-reasonable control over
conventions
-some misspellings, errors
in internal punctuation,
attempted paragraphing
Not There Yet Points
1
-vocabulary may be
vague and immature
-clichés, jargon
-guess at meaning
-sentences choppy or
awkward
-most sentences are
simple in structure and
begin the same way
-frequent connectives
-frequent errors in
conventions may
interfere with reading
Research
Rubric
 Levels (Criteria)

Dimensions Awesome Okay Not Yet

Points
(Categories) 3 2 1
-identifies the research -identifies the research -student is unclear about
task in clearly stated task in questions what questions need to
questions -some questions may not be answered by research
QUESTIONING -identifies the be clearly stated -student cannot identify
information that is -identifies the information the information that is
needed that is needed needed

-identifies a variety of -identifies some possible -has difficulty or is

possible sources sources unable to identify
-independently -has mixed success possible sources
SEARCHING determines which determining which sources -does not determine
sources are best suited to are best suited to the which sources will be
the research question research question most helpful

-able to locate -able to locate information -has difficulty locating

information within a within some sources information within
wide variety of sources -may have some difficulty possible sources
using the index, table of accessing information in -unable to adjust the
FINDING contents, headings, some sources search as new
diagrams, charts, etc. -attempts to adjust the information is found
-able to adjust the search as new information is
search when needed as found
new information is found

Dimensions Awesome
(Categories) 3 2
-carefully selects only the
information that answers the
research questions
-uses only keywords and
students
GATHERING own words
-organizes information under
headings or questions
-information is presented
clearly and accurately with
detail and in a logical way
appropriate to the audience
SYNTHESIZING -written work shows minimal
errors in conventions
-visual aids are neat and
attractive and help audience
understanding
Process
-makes good use of time
-focuses on tasks
-evaluates progress and
makes adjustments
EVALUATING -adjusts searching and
gathering strategies when
necessary
-able to organize
Levels (Criteria)
Okay
-selects information that
answers research questions
-includes necessary
information or not enough
information for some questions
-uses keywords and students
own words most of the time
-creates partial organization
of information under headings
or questions
-information answers the
question with some detail and
accuracy
-most information is presented
clearly and in a logical way
- written work shows some
errors in conventions
-visual aids are mostly neat
and attractive
Process
-makes fairly good use of time
-needs some reminders to
remain on task
- adjusts searching and
gathering strategies with
assistance
-most of work is organized
Not Yet
Points
1
-selects information that is
not accurate or relating to
the research questions
-information is not
complete for most
questions
-information is copied or
not stated in students own
words most of the time
-information is not
organized
-information presented is
not clear or accurate and
is missing details
-information is not
presented in a logical way
-written work shows many
errors in conventions
-visual aids are messy and
unattractive
Process
-wastes time
-does not focus on tasks
-needs frequent reminders
to stay on task
-has difficulty adjusting
searching and gathering
strategies
-work is unorganized
 Math
(Problem Solving)
Rubric
 Levels (Criteria)
Dimensions Expert Practitioner Apprentice Novice
Points
(Categories) 4 3 2 1
The solution shows a The solution is A solution is attempted There isn't a
deep understanding complete. but isn't complete. solution or the
of the math concepts Math concepts and Some math concepts solution is
and the procedures procedures are are used but not all of inappropriate.
Understanding needed to reach it. applied correctly. the necessary ones. Inappropriate
Math concepts and Some, but not all, math concepts or
procedures are procedures are correct. procedures are
applied correctly. used.

Uses an efficient Uses a strategy that Knows some of what No evidence of a

strategy that leads leads to a solution. is needed to do find a strategy or the
directly to a correct Uses effective math solution but doesn't strategy shown is
solution. reasoning and find a complete solution. inappropriate.
Can verify the solution procedures. Does not complete all There are many
Reasoning and evaluate the All parts of the of the math procedures errors in math
reasonableness of it. solution are correct. that the problem needs. procedural so
Makes relevant math Some parts may be that a solution
observations and right but the right can't be reached.
connections. answer is not achieved.

Writing and drawing is

clear, well-organized
and detailed. Writing and drawing Writing and drawing Writing and
All steps are included. is clearly done. The may be unclear in parts. drawing is
A variety of words and reader may have to Words and symbols unclear or
Communication symbols are used fill in some details. are used but show inappropriate.
accurately and A variety of words errors or lack of Words or symbols
appropriately. and symbols are variety. were used
Sophisticated language used accurately and inaccurately or
is used in some parts appropriately. inappropriately.
of the solution.
 Science
(Experiment Journal)
Rubric
 Levels (Criteria)
Dimensions Awesome Very Good Okay Not Yet
Points
(Categories) 4 3 2 1

I filled in my log
I filled in my log every time, and I filled in my log
every time, and included enough each time, but I didn't fill in
Filling in my log included enough information, but didn't include my log each
information, and it some of it was enough time.
was all correct. wrong. information.

I described what I described what I described what I didn't

Writing about happened in the happened in the happened in the describe what
what happened experiment clearly experiment experiment, but happened in
and explained why clearly. it was the
it happened. confusing. experiment.

I used drawings
that supported my I used drawings I used drawings,
Pictures writing and made that supported but they didn't I didn't use
my explanations my writing. support my any drawings.
clearer. writing.
Social Science
(Map)
Rubric
 Levels (Criteria)
Dimensions Proficient Very Good Acceptable Not Yet
Points
(Categories) 4 3 2 1

All but one or Several labels

All necessary All labels are two labels are are not
labels are present present and present. Several present and
Content and are carefully most are labels are not many are not
and accurately accurate. accurately accurately or
placed. placed. carefully
placed

Color has been Color has been Use of color

Map is colorful used over most used on less than is limited or
Visual Appeal and neat looking. of the map. A half of the map. not at all.
Labels are clear few labels are Many labels are Most labels
and easy to read. not easy to difficult to read. are difficult to
read. read.

Includes clearly
written standard
map elements: Includes most
- title standard map Missing several Missing most
- directional arrow elements. standard map standard map
Map Elements - scale Most are elements. elements.
- key accurate and
- latitude and easy to read.
longitude lines.
 Oral
Reading
Rubric
 Levels (Criteria)

Dimensions Proficient Very Good Acceptable Not Yet

Points
(Categories) 4 3 2 1
-confident use of -conservative use -limited use of -no attempt at
expression of expression expression expression
-consistently -consistently -inconsistent -little or no
attends to attends to attention to attention to
punctuation punctuation punctuation punctuation
FLUENCY -smooth & varied -smooth pacing -little variation in -hesitant and
pacing for audience for audience pacing or choppy with
inappropriate for respect to pacing
audience

-recognizes words
-recognizes all the -recognizes most appropriate to grade -unfamiliar with
VOCABULARY words words level but experiences many words
-no hesitation difficulty

-unsure of cuing
-still use of content -obvious use of a systems
-automatic use of clues but may rely specific suing system -a lot of guessing
DECODING cuing systems & on one or more of -uses content clues -doesn't realize
STRATEGIES context clues the cuing systems -may not self correct errors
-self corrects more heavily consistently -limited use of
-self corrects strategies

-difficulty in
-summarizes -summarizes -has difficulty summarizing
with ease adequately summarizing -may not realize
COMPREHENSION -states the main -states main idea -wants to tell the the main idea
idea clearly with some detail whole story -needs to be
supported with details prompted to recall
details
Multimedia
Project
Rubric
Preliminary Work Inc. Poor Avg. Good Excellent
Students completed storyboards prior to computer
creation. 1 3 5 7 10
Students used primary and secondary research
which included factual and interesting information. 1 3 5 7 10
Students included a minimum of _____ different
resources. 1 3 5 7 10
Students created a running bibliography. 1 3 5 7 10
Students asked for permission of any copyrighted
material. 1 3 5 7 10
Students focused topic into workable subtopics. 1 3 5 7 10

Design
Students showed evidence presentation synthesis. 1 3 5 7 10
Stack contains all elements. . .text, graphics, sound,
video, animation 1 3 5 7 10
Stack contains all presentation elements. . .
introduction body, conclusion. 1 3 5 7 10
Students show design elements. . .contrast between
text and background, graphics,
video are not obtrusive and enhance the presentation. 1 3 5 7 10
Multimedia elements are visible, adequate font choices
color schemes, sizes and styles are appropriate. 1 3 5 7 10
Navigation is easy and understandable. 1 3 5 7 10
 Inc. Poor Avg. Good Excellent
Content
Information is relevant and interesting. 1 3 5 7 10
Students have used creativity in the design. 1 3 5 7 10
Students have used correct punctuation,
complete sentences, grammar and spelling. 1 3 5 7 10
Students showed complete understanding of
presented material. 1 3 5 7 10
Students used knowledge of file size manipulation
to control the size of the presentation. 1 3 5 7 10
Students have labeled necessary video, graphics,
maps for further understanding. 1 3 5 7 10
Students have used a majority of original artwork,
animations, video, graphics, sounds etc. 1 3 5 7 10

Presentation
The presentation is fluent from beginning to end. 1 3 5 7 10
Students understand presentation media such
as LCD panels, projectors, sound equipment,
video equipment, etc. 1 3 5 7 10
Students prepared and checked equipment prior to 1 3 5 7 10
Overall synthesis of the presentation. 1 3 5 7 10

Total: ________
Presentation
Rubric
 1 2 3 4 Total
Student presents
Audience cannot Audience has difficulty Student presents
information in logical,
understand presentation following presentation information in logical
Organization interesting sequence
because there is no because student jumps sequence which
which audience can
sequence of information. around. audience can follow.
follow.

Student demonstrates
Student is full knowledge (more
Student does not have Student is at ease with
uncomfortable with than required) by
Subject grasp of information; expected answers to
information and is able answering all class
Knowledge student cannot answer
to answer only
all questions, but fails
questions with
questions about subject. to elaborate.
rudimentary questions. explanations and
elaboration.

Student's graphics
Student occasionally
Student's graphics explain and reinforce
Student uses superfluous uses graphics that
Graphics relate to text and screen text and
graphics or no graphics rarely support text and
presentation. presentation.
presentation.
Presentation has no
Student's presentation
Presentation has three more than two Presentation has no
has four or more spelling
Mechanics misspellings and/or misspellings and/or misspellings or
errors and/or
grammatical errors. grammatical errors. grammatical errors.
grammatical errors.
Student occasionally Student maintains eye Student maintains eye
Student reads all of report uses eye contact, but contact most of the contact with audience,
Eye Contact
with no eye contact. still reads most of time but frequently seldom returning to
report. returns to notes. notes.

Student's voice is low. Student's voice is Student uses a clear

Student mumbles,
Student incorrectly clear. Student voice and correct,
incorrectly pronounces
pronounces terms. pronounces most precise pronunciation
Elocution terms, and speaks too
Audience members words correctly. Most of terms so that all
quietly for students in
have difficulty hearing audience members audience members can
the back of class to hear.
presentation. can hear presentation. hear presentation.

Total Points:
Portfolio Design
(Appearance Category)
Rubric
 Criteria 4 3 2 1 Points

Thorough research. Sufficient research Little research with No

Investigation 4 or more questions and with 2 or 3 1 answered background
answers questions and question research or
answers. question

Brainstorming 3 or more sketches on 2 design sketches 1 sketch with a No design

for Solutions attached paper. Written with written ideas. few written ideas. sketches
design ideas, materials. or ideas.

Thoroughly describes Describes design Describes design No choice

Optimum project design choice and choice and gives a choice and gives 1 listed.
lists several reasons to few reasons for reason.
Design
support the decision. the decision.

Details of several Detail of a change Some Information No

Design changes and/or and/or one listed. Information
techniques or finishing technique or listed.
Changes
methods described. finishing method
Sketch attached. described.

Detailed description/ Description/ Description/ No description

Evaluation Sketch of the final project. sketch of project Sketch is minimal. or sketch is
Creative design included. Design No inspiration included.
inspiration. inspiration listed. credited.

Craftsmanship Exemplary craftsmanship. Neat Fair craftsmanship. Poor

(Overall Creative/original craftsmanship. Embellished a craftsmanship.
design concept. Unique perspective traditional design. Design not
Impression)
on a traditional original.
design.
Spread Sheet
of
Rubric Scores
A. Role of Assessment – hot issue in education today
B. Performance-based assessment VS Traditional
method of measurement
C. Rubric – a scoring guide for evaluating student work
D. Types – Holistic, Analytic, General & Task Specific
E. Reasons for using Rubrics
1. For teachers to define excellence and plan instruction
for students to achieve it
2. For students to understand and master all the skills and
products present in a curriculum
3. For parents to understand and support significant
curricular objectives
F. Components of a Rubric
1. Performance Levels
2. Criteria/Dimensions/Elements: Standards and Skills
3. Total Point Values for each of the elements
4. Descriptor
5. Point Value Range
6. Column for Scoring
G. Excellent Rubric
1. Rubric Categories - reflect the major learning objectives
2. Levels - distinct, with assigned names and point values
3. Criteria – clear, on a continuum, and allows for student
growth
4. Student-Friendly - clear and easy for students to
understand
5. Teacher-Friendly – easy for the teacher to use
6. Validity - can be used to evaluate the work, for
assessing needs, and for identifying students’ growth areas
F. Rubric Design Process
1. Identify and understand learning objectives
2. Survey models
3. Define criteria
4. Articulate gradations of quality
5. Assign scores
6. Practice on models
7. Ask for self- and peer assessment
8. Revise the rubric
9. Use teacher assessment

G. Rubrics can support the teaching and learning

process when we ask students to complete any kind of
performance assessment such as: Written Assignments,
Demonstrations (taped or live), Presentations (taped or live),
Projects, Seminars, and Portfolios.