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)
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,
|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
Understanding by Design Criteria:
| 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