Rubrics vs. Traditional Grading

1. Grading;
Academic Feedback & Assessment

2. The beginning of grading systems we
know today…

3. •In the 1800’s students were taught in one room classrooms.
•Teachers reported students progress orally to parents,
usually in their home over a meal or cup of tea.
•Students remained on their grade level until they mastered
the curriculum.
•Between 1870-1910 federal mandatory attendance laws
created an influx of students.
•Students were separated by grades.
•Secondary schools began using percentages for
academic assessment because of the volume of students.

4. •In 1912, two researchers Starch & Elliot experimented on the subjectivity of
teacher assessment.
•They discovered a wide disparity in grades rewarded by teachers.
•This subjectivity resulted in the scaling of numeric grades into letter grades
to reduce variation.
Grade Percentage Comment
A 90-100 Excellent
Above
B 80-89
Average
C 70-79 Average
Below
D 60-69
Average
F 0 - 59 Failure

5. 4 Steps for Assessment(Cal dwell,2002)
1. Identify what we want to assess.
2. Collect evidence.
3. Analyze the evidence.
4. Make a decision and act on the decision.

6. Traditional Formal Grading Method
Pros Cons
Quick and easy for teachers • Ambiguous feedback; does not
•
to calculate and record. explain areas for improvement.
Chromatic variants may be • Applies a quantitative scale to a
•
used (+, -). qualitative process.
Immediate grade recognition. • Inconsistent standards between
•
ordinal number grades.
Motivates students to strive.
•
• Anything less than an “A” is
Acknowledged by colleges for
•
perceived as negative feedback.
admittance standards.
• Encourages shallow learning.

7. Out with the old
grading methods…

8. In with the new…
Rubrics

9. What is Rubrics?
• Rubrics is a holistic approach to assessment
that was developed in the 1960’s by the
Educational Testing Services(ETS).
• Rubric is a flexible assessment tool that provides
students with a detailed framework of standards
before beginning the task.

10. Rubric can be created for any content area
including…
Music
Drama
Math
Writing
Art
Languages
Science
Physical Education

11. Creating a Rubric
1. Identify exactly what is to be scored.
2. Define the scale (point range) of the rubric.
3. Create descriptions for each performance level.
4. Define a continuum of quality, and performance levels.
Beginning Developing Accomplished Exemplary Score
2 3 4
1
Task 1 Feedback
Performance Performance Performance
Criteria Criteria Criteria
Task 2 Feedback
Performance Performance Performance
Criteria Criteria Criteria
.
Task3 Performance Performance Performance
Criteria Criteria Criteria Feedback
Task 4 Feedback
Performance Performance Performance
Criteria Criteria Criteria

12. Rubric Example
Beginning Developing Accomplished Exemplary Score
1 2 3 4
Contributions to group Participation was Observations were Included details Comments
discussions. minimal. made about the about from several
work as a whole. viewpoints.
Word list generated.
Journal Entries/Word Few words New vocabulary Comments
Bank transcribed used in context.
Written comparison of Few ideas Some new Writing shows Comments
vocabulary used
similarities between art expressed, with little examples of
and writing. comparisons.
or no usage of new
vocabulary.
Correct usage and Complete sentences Final draft utilizes Shows evidence of Comments
writing mechanics. with correct complete sentences revision, editing and
proofreading.
capitalization and and one main idea
punctuation. per paragraph.

13. Rubric System
Pros Cons
• Time consuming for teachers
• Provides students with detailed
to formulate and report.
framework of standards prior to
task. • Relies on teacher judgment
and subjectivity.
• Motivates students to improve
methods, adjust effort and • Students ignore lengthy
evaluate goals. feedback explanations.
• Encourages deep learning. • Criteria standards to earn “4” is
subjective to policy standards.
• Supports objective testing.

14. • YouTube - Grading Assesment

15. Why has the numeric/letter method endured?
How can the Rubrics method work for you and
your students?

16. Works Cited
• Caldwell, Joanne (2002). Reading Assessment: A Primer for Teachers and Tutors. New York, NY:
Guilford.
• Draper, Stephen W.. quot;What are learners actually regulating when given feedback?.quot; British Journal
of Educational Technology. 40(2009): 306-315.
• http://edtech.kennesaw.edu/intech/rubrics.htm#advantages
• Freedman, Sarah Warshauer (1993).Linking Large-Scale Testing and Classroom Portfolio Assessment
of Student Writing. Educational Assessment. 1, 27-52
• Koivula, Nathalie, Peter Hassmen, and Darwin P. Hunt. quot;Performance on the Swedish Scholastic
Aptitude Test: Effects of Self-Assessment and Gender.quot; Sex Roles 44(2001): 629-642.
• http://rubistar.4teachers.org/index.php?screen=WhatIs&module=Rubistar
• http://www.teach-nology.com/tutorials/teaching/rubrics/
• http://trc.virginia.edu/Publications/Teaching_Concerns/Fall_2006/TC_Fall_2006_Little.
• http://www.youtube.com/watch?v=I9BQx9X-Lmohtm