| What
is a rubric? |
- A
printed set of scoring guidelines for evaluating a performance
or a product and for giving feedback.
- An
authentic assessment tool used to measure students' work.
- A
way to let a student know --
- How
his/her work will be judged.
- The
difference between good work and weaker work.
- A
working guide for both students and teachers.
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| 
http://www.uen.org/rubric/html/know.html |
|
What
are the advantages of using rubrics? |
- Focus
teacher instruction.
- Improve
student performance by making teacher expectations clear and
by showing students how to meet those expectations.
- Helps
the teacher justify/explain a grade to students and to parents
because assessment is more objective and consistent.
- Help
students become more thoughtful judges of the quality of their
own and others' work.
- Allow
teachers to accommodate heterogeneous classes.
- Reduce
the amount of time teachers spend evaluating student work.
- Provide
students with more informative feedback about their strengths
as well as areas in need of improvement.
.
. .
|
www.corbis.com
|
| What
are the critical components of a rubric?
www.corbis.com
|
- A
title which describes the purpose of the rubric.
- Performance
Element: the major objectives, critical task or attributes
to be completed.
- Scale:
the possible range points to be assigned (high to low)
- Criteria:
the condition of a performance that must be met for it to
be considerede successful
- Standard:
a description of how well the criteria must be met for the
performance to be considered "good."
- Descriptors:
statements that describe each level of the performance.
- Indicators:
specific, concrete examples of tell-tale signs of what to
look for at each level of the performance.
 teacher.scholastic.com/professional/profdev/summerbookclubs/grade46/index.htm
|
| What
should a good rubric do?
www.corbis.com
|
- Address
all relevant content and performance objectives.
- Define
standards and help students achieve them by providing criteria
with which they can evaluate their own work.
- Be
easy to understand and use.
- Be
applicable to a variety of tasks.
- Provide
all students with an opportunity to succeed at some level.
- Yield
consistent results, even when administered by difference scorers.
- Be
useful for student feedback (formative assessment).
|
| How
do you develop your rubric?
www.corbis.com
|
- Look
at models. Show students examples of good and not-so-good
work.
- Define
possible criteria or performance levels that students would
possibly demonstrate.
- Levels
would range from the possible highestg performance to the
lowest performance that can be expected from students on any
given task and would provide descriptions of performance for
each level.
- Each
level should be directly observable.
- Scores
can be assigned for each level from highest to lowest or vice
versa.
- Once
each level is determined with rating scales assigned, share
the description with the students and ask for feedback so
that each level is clearly understood.
- If
possible, provide anonymous examples of student work that
illustrate each performance level.
- Using
the rubric, explain to students what each performance level
means in relation to the rubric and the rating scales used
to evaluate the performances.
- Fewer
dimensions are better than more in most cases.
|
Can
students create rubrics? Should they?
www.corbis.com |
|
| Where
can I find examples of rubrics, especially for those hard-to-find
topics?
www.corbis.com
|
|
| What
if I want to build my own from scratch? |
- Just
go to one of the Rubric Generators listed below.
- Or
build your own by inserting a table into a word processing
document.
 ..........................www.teachervision.com/lesson-plans/lesson-4525.html
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| |
| Where
do I find rubric generators? |
|
| Sources
Consulted |
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