Classroom Assessment using Rubric

Kekhriekhoü Dzüvichü
Sr. Lecturer
DIET, Chumoukedima
Rubric

 A rubric is a comprehensive set of

criteria used to assess students on a
specific task.

 The rubric outlines the criteria for the

performance and assessment of the
task.
 It is developed in participatory way
by both teacher and the students.

 When used correctly, rubrics

encourage critical thinking, refine
teaching methods, and facilitate
communication with others.
What is a rubric?
 A systematic scoring guideline (in the
form of a matrix or grid) to evaluate
students’ performance through the
use of a detailed description of
performance levels.
 Used to get consistent scores across
all students.
 Allows students to be more aware
of the expectations for
performance and consequently
improve their performance.
 They are descriptive not
evaluative .
Why do we use rubrics for assessment?

 To assess performance – degree of quality

of responses.

 A flexible tool to measure student

learning related to a learning outcome.

 Clarify for students that their work

should have desired performance.
 Consistency in assessment – reduces inter
observer effect due to descriptive nature.

 Overall, they help teachers to teach,

coordinate instruction and assessment in
a focused manner.

 Increases objectivity and reduces

subjectivity.
How to make a rubric?

 Decide what criteria or essential

elements must be present in the
student’s work to ensure that it is high
in quality.
At this stage, you might even consider
selecting samples of exemplary student
work that can be shown to students when
setting assignments.
 Decide how many levels of achievement to
be included and how they will relate to
your institution's definition of grades as
well as your own grading scheme.

 For each criterion, component, or

essential element of quality, describe in
detail what the performance at each
achievement level looks like.
 Leave space for additional,
tailored comments or overall impressions
and a final grade.
Types of rubrics:

1. Holistic

2. Analytical.
Holistic Rubrics
 A holistic rubric consists of a single scale
with all criteria to be included in the
evaluation being considered together (e.g.,
clarity, organization, and mechanics).
 With a holistic rubric we assigns a single
score (usually on a 1 to 4 or 1 to 6 point scale)
based on an overall judgment of the student
work.
 We match an entire piece of student work to
a single description on the scale.
Analytical Rubrics
 An analytic rubric resembles a grid with the
criteria for a student product listed in the
leftmost column and with levels of
performance listed across the top row often
using numbers and/or descriptive tags.
 The cells within the centre of the rubric may
contain descriptions of what the specified
criteria look like for each level of performance.
 When scoring with an analytic rubric each of
the criteria is scored individually.
  Needs Improvement (1) Developing (2)
Clarity (Thesis supported The purpose of the
by relevant information student work is not well-
and ideas.) defined. Central ideas are
not focused to support the
thesis. Thoughts appear
disconnected.
Organization Information and ideas are
(Sequencing of poorly sequenced (the
elements/ideas) author jumps around).
The audience has
difficulty following the
thread of thought.
Mechanics (Correctness There are five or more
of grammar and spelling) misspellings and/or
systematic grammatical
errors per page or 8 or
more in the entire
document. The
readability of the work is
seriously hampered by
errors.
The central purpose of the
student work is identified.
Ideas are generally
focused in a way that
supports the thesis.
Information and ideas are
presented in an order that
the audience can follow
with minimum difficulty.
There are no more than
four misspellings and/or
systematic grammatical
errors per page or six or
more in the entire
document. Errors distract
from the work.
Sufficient (3)
The central purpose of the
student work is clear and
ideas are almost always
focused in a way that
supports the thesis.
Relevant details illustrate
the author’s ideas.
Information and ideas are
presented in a logical
sequence which is
followed by the reader
with little or no difficulty.
There are no more than
three misspellings and/or
grammatical errors per
page and no more than
five in the entire
document. The
readability of the work is
minimally interrupted by
errors.
Above Average (4)
The central purpose of the
student work is clear and
supporting ideas always
are always well-focused.
Details are relevant,
enrich the work.
Information and ideas are
presented in a logical
sequence which flows
naturally and is engaging
to the audience.
There are no more than
two misspelled words or
grammatical errors in the
document.
Steps followed in developing a Rubric:
1. Clearly define the assignment/task.
 What is the student expected to produce?
 What are the common expectations across
teachers?
Example: Students are encouraged to carry out a
survey to find out reasons for water wastage in the
surroundings.
2. Consider what student learning outcomes will be
assessed.
 Records observations and experiences.
3. Determine the key criteria by
brainstorming
If the students are expected to conduct
a survey and submit the report, then
the criteria may include:
 Framing questions
 Data collection
 Data recording
 Drawing conclusion
 Cooperation
4. Clearly define those key criteria.
 Framing questions – independently or took
help from teacher
 Collecting responses– if interviews were
conducted, did they probe with questions,
did they ask new questions
5. Determine the level of performance – should
be discrete enough to show real differences –
quality, mastery
6. Determine scores (range of performance in
numerical value) 1, 2, 3, 4, 5,6.
7. Establish clear and detailed descriptors for
each performance level for each criteria.
 It is usually easiest to begin by describing
the highest level of performance.
 Descriptors to be brief, understandable
and arranged in a logical order (reducing
inter rater differences).
 Either involving the students in
developing or seeking their feedback.
 ce
rm f
rfo l o
an
Criteri Elements

pe Leve
on

Criteria Excellent Good Poor

Score
3 2 1
Handwriting Well Adequately Poorly
on poster written, easy written, written, un
to follow organised, organised
reasonably and difficult
De or easy to to follow
sc
rip follow
t
Level 1 Level 2 Level 3 Level 4
Exemplary Proficient Developing Emerging
All of the pictures Most of the Some of the Pictures used are
used are relevant pictures used are pictures are not relevant and
and clear. relevant and clear. relevant and clear. clear.

Visually appealing Nice design and lay Needs

with excellent out. Most of the improvement in Needs significant
design and layout. content was clear design and lay out. improvement in
The content was and relevant. Some of the design & lay out
relevant and clear. content was clear The content was
Uses full time and relevant. not relevant and
productively and Uses most of the Uses only some clear.
efficiently. time productively time productively Does not use time
and efficiently. and efficiently. productively and
efficiently rather
found frequently
off task
 Criteria Level 1 Level 2 Level 3

Framing questions Frames Frames new questions Frames questions

questions with on his own and independently
the help of peers finalises with the help
of peers

Data collection Asks questions Asks questions with Probes deeply and even
and uses few many probes modifies or frames new
probes questions on the spot

Data recording Recording the Systematically records Systematically records

responses is not the collected and presents the
organised information collected information

Drawing conclusion Makes some Draws appropriate Makes meaning and

sense of the data meaning explains logically

Level 1 – Child needs a lot of support from a teacher

Level 2 – Child performs with proper feedback and support
Level 3 – child works independently with occasional support
Criteria Level 1 Level 2 Level 3 Level 4
Exemplary Proficient Developing Emerging

Pictures All of the Most of the Some of the Pictures used are
pictures used are pictures used are pictures are not relevant and
relevant and relevant and relevant and clear
clear clear clear

Visual clarity Visually Nice design and Needs Needs

appealing with lay out improvement in significant
excellent design design and lay improvement in
and layout out design & lay out

Content The content was Most of the Some of the The content was
relevant and content was content was not relevant and
clear clear and clear and clear
relevant relevant

Use of time Uses full time Uses most of the Uses only some Does not use
productively and time time time
efficiently productively and productively and productively and
efficiently efficiently efficiently rather
found frequently
off task
How to use rubrics effectively?

 Develop a different rubric for each

assignment involving the students.
 Provide the rubric along with the
assignments.
 Integrate rubrics into assignments – self
assessment/peer assessment.
Thank you