Quality Rubrics for performance and constructed response assessments. Great rubrics help increase inter-rater and intra-rater reliability and can be great measures to document and learn about student learning and growth.

1. Quality
Assessment Design

2. Constructed Response Assessments:
● Take more time to grade
● Require a specific rubric
● Require inter-rater and intra-rater reliability
● Write descriptive rubrics: less than full credit should
point out misconceptions, next steps
● May not be appropriate for all ages or subjects
● Be consistent in administration technique (directions,
etc.)
Considerations in Selecting
Question Form

3. Constructed Response Assessments:
● Take more time to grade
● Require a specific rubric
● Require inter-rater and intra-rater reliability
● Write descriptive rubrics: less than full credit should
point out misconceptions, next steps
● May not be appropriate for all ages or subjects
● Be consistent in administration technique (directions,
etc.)
Considerations in Selecting
Question Form
We will discuss in detail
shortly...

4. Performance Assessments:
● Take more time to grade and administer
● Require a specific rubric
● Require inter-rater and intra-rater reliability
● Write descriptive rubrics: less than full credit should
point out misconceptions, next steps
● May not be appropriate for all ages or subjects
● Be consistent in administration technique (directions,
etc.)
Considerations in Selecting
Question Form

5. Performance Assessments:
● Take more time to grade and administer
● Require a specific rubric
● Require inter-rater and intra-rater reliability
● Write descriptive rubrics: less than full credit should
point out misconceptions, next steps
● May not be appropriate for all ages or subjects
● Be consistent in administration technique (directions,
etc.)
Considerations in Selecting
Question Form
Lets discuss this deeper
now...

6. Understanding Rubrics

7. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.

8. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.

9. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
Rating Boxes:
Detailed descriptions
of performance at
that level for that
skill.

10. Understanding Rubrics

11. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.

12. Understanding Rubrics
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.

13. Understanding Rubrics
Rating Boxes:
Detailed descriptions
of performance at
that level for that
skill.
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.

14. Understanding Rubrics
Rating Boxes:
Detailed descriptions
of performance at
that level for that
skill.
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
This is NOT an example of a descriptive
rubric

15. Understanding Rubrics
Rating Boxes:
Detailed descriptions
of performance at
that level for that
skill.
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
This is NOT an example of a descriptive
rubric
Some of the time
Most of the time
Fair
Poor

16. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.

17. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● Definable & Observable
● Not generally characteristic of the task itself
but rather characteristics of the learning
outcomes the assessment is designed to
measure
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose

18. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● Definable & Observable
● Not generally characteristic of the task itself
but rather characteristics of the learning
outcomes the assessment is designed to
measure
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose

19. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● DOD: Definable, Observable & Distinct
● Not generally characteristic of the task itself
but rather characteristics of the learning
outcomes the assessment is designed to
measure
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose

20. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● DOD: Definable, Observable & Distinct
● Not generally characteristic of the task itself
but rather characteristics of the learning
outcomes the assessment is designed to
measure
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose
Definable: Each Criterion has a clear, agreed upon
meaning that teacher and student understand.
Observable: Each criterion describes a quality in the
performance that can be perceived (seen, heard).
Distinct: Each Criterion identifies a separate aspecting of
the learning outcomes.

21. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● DOD: Definable, Observable & Distinct
● Not generally characteristic of the task itself
but rather characteristics of the learning
outcomes the assessment is designed to
measure
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose
Definable: Each Criterion has a clear, agreed upon
meaning that teacher and student understand.
Observable: Each criterion describes a quality in the
performance that can be perceived (seen, heard).
Distinct: Each Criterion identifies a separate aspecting of
the learning outcomes.

22. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● DOD: Definable, Observable & Distinct
● Not generally characteristic of the task itself
but rather characteristics of the learning
outcomes the assessment is designed to
measure
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose
Definable: Each Criterion has a clear, agreed upon
meaning that teacher and student understand.
Observable: Each criterion describes a quality in the
performance that can be perceived (seen, heard).
Distinct: Each Criterion identifies a separate aspecting of
the learning outcomes.

23. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● DOD: Definable, Observable & Distinct
● Not generally characteristic of the task itself but
rather characteristics of the enduring learning
outcomes the assessment is designed to measure.
These measurement criteria could then apply to
several prompts, taks or performances.
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose

24. Understanding Rubrics
ROWS:
Each of the criteria
you plan to measure.
Determining Appropriate Criteria:
● Areas key to student learning (essential skills)
● DOD: Definable, Observable & Distinct
● Not generally characteristic of the task itself but
rather characteristics of the enduring learning
outcomes the assessment is designed to measure.
These measurement criteria could then apply to
several prompts, taks or performances.
Effective Rubrics do not list all possible criteria; they list the
right criteria for the assessment’s purpose.

25. Understanding Rubrics
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.

26. Understanding Rubrics
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
Performance Level Descriptions:
Hint: Think--what does performance look like at high quality?
Work backwards.
Descriptive Descriptive language that depicts what one would
observe, NOT quality conclusions. (ex: good vs poor)
Clear Students and teachers both understand meanings of
descriptions. Teachers use in a repeatable fashion.
Whole Range &
Distinguishable
Levels
Performance descriptions are described from one
extreme to another extreme. Descriptions differ enough
from one level to another that work can be categorized.
(Ex: number of levels may be multiple or only 2)
Parallel
Descriptions
Performance descriptors at each level of the continuum
differ in the same aspects of the work and focus on
incremental improvements in a standard or skill.

27. Understanding Rubrics
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
Performance Level Descriptions:
Hint: Think--what does performance look like at high quality?
Work backwards.
Descriptive Descriptive language that depicts what one would
observe, NOT quality conclusions. (ex: good vs poor)
Clear Students and teachers both understand meanings of
descriptions. Teachers use in a repeatable fashion.
Whole Range &
Distinguishable
Levels
Performance descriptions are described from one
extreme to another extreme. Descriptions differ enough
from one level to another that work can be categorized.
(Ex: number of levels may be multiple or only 2)
Parallel
Descriptions
Performance descriptors at each level of the continuum
differ in the same aspects of the work and focus on
incremental improvements in a standard or skill.

28. Understanding Rubrics
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
Performance Level Descriptions:
Hint: Think--what does performance look like at high quality?
Work backwards.
Descriptive Descriptive language that depicts what one would
observe, NOT quality conclusions. (ex: good vs poor)
Clear Students and teachers both understand meanings of
descriptions. Teachers use in a repeatable fashion.
Levels:
Whole Range &
Distinguishable
Performance descriptions are described from one
extreme to another extreme. Descriptions differ enough
from one level to another that work can be categorized.
(Ex: number of levels may be multiple or only 2)
Parallel
Descriptions
Performance descriptors at each level of the continuum
differ in the same aspects of the work and focus on
incremental improvements in a standard or skill.

29. Understanding Rubrics
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
Performance Level Descriptions:
Hint: Think--what does performance look like at high quality?
Work backwards.
Descriptive Descriptive language that depicts what one would
observe, NOT quality conclusions. (ex: good vs poor)
Clear Students and teachers both understand meanings of
descriptions. Teachers use in a repeatable fashion.
Levels:
Whole Range &
Distinguishable
Performance descriptions are described from one
extreme to another extreme. Descriptions differ enough
from one level to another that work can be categorized.
(Ex: number of levels may be multiple or only 2)
Parallel
Descriptions
Performance descriptors at each level of the continuum
differ in the same aspects of the work and focus on
incremental improvements in a standard or skill.

30. Understanding Rubrics:
For Growth Data
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
Spotlight on Growth for Evaluations
COMPARABLE DATA:
● End of year Expectations
● Use Rubric Consistently
● High Reliability
Gradebook Problem:
How can I grade at week 2 with end of year expectations?
● Use a curve (“A” is not only for highest rating)
● Allow revisions
The Evaluation Connection: Student Growth

31. Understanding Rubrics:
For Growth Data
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
Spotlight on Growth for Evaluations
COMPARABLE DATA:
● End of year Expectations
● Use Rubric Consistently
● High Reliability
Gradebook Problem:
How can I grade at week 2 with end of year expectations?
● Use a curve (“A” is not only for highest rating)
● Allow revisions
The Evaluation Connection: Student Growth

32. Understanding Rubrics:
For Growth Data
COLUMNS:
Potential levels of
performance ranging
from “ideal” to not
evident.
ROWS:
Each of the criteria
you plan to measure.
Spotlight on Growth for Evaluations
COMPARABLE DATA:
● End of year Expectations
● Use Rubric Consistently
● High Reliability
Gradebook Problem:
How can I grade at week 2 with end of year expectations?
● Use a curve (“A” is not only for highest rating)
● Allow revisions
The Evaluation Connection: Student Growth

33. Performance Assessments:
Consider when
Collecting Baseline Data:
● Exasperation cut points
● Safety Issues
● Advertisement for class
Understanding Rubrics
The Evaluation Connection: Student Growth

34. Rubrics as Tools for Teacher:
● Defines “quality” for a process, product or behavior
● Powerful for teaching and learning
○ Descriptions help communicate what it takes to
succeed (This shouldn’t be a secret kept by the teachers!)
● Increase reliability of results
○ Increase consistency in grading between
students
○ Increase consistency in grading between
measurement points
Understanding Rubrics

35. Rubrics as Tools for Teacher:
● Defines “quality” for a process, product or behavior
● Powerful for teaching and learning
○ Descriptions help communicate what it takes to
succeed (This shouldn’t be a secret kept by the teachers!)
● Increase reliability of results
○ Increase consistency in grading between
students
○ Increase consistency in grading between
measurement points
Understanding Rubrics

36. Rubrics as Tools for Student:
● Defines “quality” for a process, product or behavior
● Encourage more thoughtful judgement of their own
(and others’) work.
● Increases ability to “self-assess”
● Increases student responsibility
Understanding Rubrics

37. Inter-Rater Reliability:
● Same/Repeatable results when
2+ people are using 1 rubric
● Practice as a team, share samples,
keep on file
Intra-Rater Reliability:
● Repeatable results when
1 person is using 1 rubric
● Photograph/record samples, keep on file
Understanding Rubrics