Rubrics Source Schultz K A 2004 Rubrics Roadmaps
Rubrics Source: Schultz, K. A. (2004). Rubrics: Roadmaps to success. Educational Leadership, 58(4).
What is a Rubric? n Set of scoring criteria n For evaluating work (performance or product) and n For giving feedback
Rubrics. . . n Help define excellence and plan how to help students achieve it n Communicate what constitutes excellence and how to evaluate their own work n Communicate goals and results to parents n Help teachers be accurate, unbiased and consistent in scoring
Reasons for Rubrics n Scoring—validly and reliably n Focus instruction---intentionally n Guide feedback---descriptively n Characterize desired results---objectively n Operationalize performance standards--- purposefully n Develop self-assessment competence--constantly n Involve students---thoughtfully
Components n Performance Element major, critical attributes which focus upon best practice Scale n possible points to be assigned (high to low) Criteria n conditions of performance that must be met for it to be considered successful Standard n description of how well criteria must be met for “good” performance Descriptors n statements that describe each level of performance Indicators n specific examples of what to look for at each level n n n
Creating a Rubric n List all criteria Class: Keyboarding n Prioritize according to Unit: Business Letters importance n Weight items (if desired) n Create achievement levels (2 to 4) Importance Criteria Weight 3 Style 1 5 Margins 1 2 Proofing 2 4 Spacing 1 1 Parts 2
Sample Rubric Criteria Wt Score Mailable (+3) Unmailable (+1) Style 1 Correct – followed directions Appropriate – but not style desired Margins 1 Balanced - standard Unbalanced – work in corner Spacing 1 Appropriate – standard and consistent Inappropriate – inconsistent Parts 2 Complete and in proper position and order Incomplete; out of order; out of position; extra Proofing 2 Perfect Errors TOTAL 20 -21 = A 16 -19 = B 12 -15 = C 8 -11 = D
Challenges n Forget to list criteria n Achievement levels are not descriptive enough n Time consuming to create
Benefits n Grading time is reduced n Guidelines are clear n Assessment is more valid n Reliability is increased n Student ownership of outcome increases
Web Resources n Kathy Schrock’s Guide for Educators n Rubi. Star n Teachnology
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