Rubrics

Points to Remember:

What is a rubric?

A rubric is a printed set of scoring guidelines (criteria) for evaluating work, either a performance or a product, and for giving feedback to students and parents. A rubric answers the following questions:
  • By what criteria will the work be judged?
  • What is the difference between good work and weaker work?
  • How can we make sure our judgments are valid and reliable?
  • How can both performers and judges focus their preparation on excellence?

Why are rubrics used?

Here are six reasons for using rubrics:
  • Focus instuction…intentionally
  • Guide feedback…descriptively
  • Characterize desired results…objectively
  • Operationalize performance standards…purposefully
  • Develop self-assessment competence…constantly
  • Involve students…thoughtfully

What are the essential components of a rubric?

  • Performance Elements: the major, critical attributes, which focus upon best practice.
  • Scale: the possible points to be assigned (high to low)
  • Criteria: the conditions of a performance that must be met for it to be considered successful.
  • Descriptors: statements that describe each level of the performance.

Scoring Student Work


Examples:

MCCPS Sample Rubrics
Open Rubrics Template in Google Docs (don't forget click on File > Save as New Copy)

Links

Rubistar

RubricMaker

Developing Performance Criteria:

A well-crafted rubric is a tool for evaluation and instruction. It is important to create performance levels that delineate specific characteristics of the work and logical distinctions between performance levels. Exhibition projects should be incorporating the upper levels of Bloom's Taxonomy. Use Bloom's Taxonomy and Understanding by Design Criteria to help you develop levels for your rubric.

Bloom's Taxonomy (Revised):


Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. 
Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate
Analysing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding by Design Criteria:


Content Process
Quality Result
 Describes degrees of knowledge of facts or concepts
 Describes degree of skill / proficiency
 Describes the degree of quality evident in product
 Describes the impact and the extent to which goals were achieved
 accurate
appropriate
authentic
complete
correct
credible
explained
justified
important
in-depth
insightful
logical
makes connections
precise
relevant
sophisticated
supported
thorough
valid
 careful
clever
coherent
collaborative
concise
coordinated
effective
efficient
flawless
followed process
logical/reasoned
mechanically correct
methodical
meticulous
organized
planned
purposeful
rehearsed
sequential
skilled
 attractive
competent
creative
detailed
extensive
focused
graceful
masterful
organized
polished
proficient
precise
neat
novel
rigorous
skilled
stylish
smooth
unique
well-crafted
 beneficial
conclusive
convincing
decisive
effective
engaging
entertaining
informative
inspiring
meets standards
memorable
moving
persuasive
proven
responsive
satisfactory
satisfying
significant
useful
understood
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