2. •Give you the tools to design a rubric
-Will need to assess a performance, 9 week assessment
-Show how assessment can help teaching & learning
3. Rubrics 101Rubrics 101
•What is a rubric?
4. Designing a Rubric (walkthrough the steps)Designing a Rubric (walkthrough the steps)
•Begin with standards (TEKS, national)
•Think about evidence
•Design a performance task
•Write the rubric
•Each other and me
7. A rubric is a scoring tool that lists the
criteria for a piece of work, or “what
counts” and clearly defines gradations
of quality for each criterion, from
excellent to poor.
8. •How will the work be judged?
•What’s the difference between good
work and weaker work?
•How can we make sure our scores are
•How can performers and judges focus
their preparation on excellence?
9. A rubric is an authentic
assessment tool which is
particularly useful in assessing
criteria which are complex and
Video camera work
11. Authentic assessment corresponds
as closely as possible to real world
experience. It was originally developed
in the arts and apprenticeship
systems, where assessment has
always been based on performance.
12. The instructor observes the student in
the process of working on something
real, provides feedback, monitors the
student's use of the feedback, and
adjusts instruction and evaluation
accordingly. Authentic assessment
takes this principle of evaluating real
work into all areas of the curriculum.
13. Rubrics are said to be an authentic
assessment tool. They are most helpful when
used to evaluate real-life tasks where
students are engaged in solving real-life
problems. They are a formative type of
assessment because they are used before.
during, and after the learning process.
•Make expectations clear
•Help students judge own work
•Reduce time spent evaluating
•Easy to use and explain
•Make scoring fair and consistent
15. “Rubrics can improve student
performance, as well as monitor it, by
making teachers' expectations clear
and by showing students how to meet
these expectations. The result is often
marked improvements in the quality of
student work and in learning. Thus, the
most common argument for using
rubrics is they help define "quality."
16. One student actually didn't like
rubrics for this very reason: "If you
get something wrong," she said, "your
teacher can prove you knew what you
were supposed to do!” (Marcus 1995).
17. “[Rubrics] provide teachers with
an effective, objective method for
evaluating skills that do not
generally lend themselves to
objective assessment methods”.
18. “[Rubrics] help students become
more thoughtful judges of the quality
of their own and others' work. When
rubrics are used to guide self- and
peer-assessment, students become
increasingly able to spot and solve
problems in their own and one
19. “Repeated practice with peer-
assessment, and especially self-
assessment, increases students' sense
of responsibility for their own work
and cuts down on the number of "Am
I done yet?" questions.”
20. “Rubrics reduce the amount of time
teachers spend evaluating student work.
Teachers tend to find that by the time a
piece has been self- and peer-assessed
according to a rubric, they have little left
to say about it. When they do have
something to say, they can often simply
circle an item in the rubric, rather than
struggle to explain the flaw or strength
they have noticed.”
21. •Performance Criteria/Dimensions
-come from standards
-representing most to least proficient
-usually an even number of points
-Statements describing each level of
22. •Examine existing rubrics
•Look at standards
•Decide evidence needed
•Create performance task
•Use rubric to evaluate performance
Use handout “Writing a Rubric” in packet
•Your own desired outcomes/goals
What should students know and be able to do?
24. How will you know if they know it / can do it?
•What kind of evidence will you
•What does success look like,
•List essential attributes
25. A performance task provides a student
the opportunity to demonstrate his or her
abilities and to apply knowledge and
-Your driver's road test was a
-An audition for the school's choir is a
26. •Plan and conduct an experiment.
•Write a story, composition, or poem.
•Give an oral report.
•Design and make a videotape.
•Construct a scientific model.
•Program a computer.
•Tutor a classmate.
•Complete an art project………..
27. •Keep a science journal.
•Interview a scientist.
•Guide classmates on a trip.
•Correspond with a scientific author.
•Construct a concept map.
•Research information in the
28. •Draw a chart or diagram.
•Give photo or slide presentations.
•Compose a song.
•Write science questions.
•Record long-term plant growth.
•Care for/keep record of animals.
•Organize a healthy luncheon.
29. The best performance assessment tasks
are interesting, worthwhile activities
that relate to your instructional
outcomes and allow your students to
demonstrate what they know and can
30. Does the task truly match the
outcome(s) you're trying to
The task shouldn't require knowledge and skills that
are irrelevant to the outcome.
Example: If you are trying to measure speaking
skills, asking the students to orally summarize a
difficult science article penalizes those students
who are poor readers or who lack the science
background to understand the article. In that case,
you would not know whether you were measuring
speaking or (in this case) extraneous reading and
31. Is the task a worthwhile use of
Performance assessments may be time-
consuming so that time should be well-spent.
Instead of being an "add-on" to regular
instruction, the assessment should be part of
See Handout, “Effective Performance Tasks”
32. Can the task be used to measure
several outcomes at once?
If so, the assessment process can be
more efficient, by requiring fewer
33. With your colleagues, make a preliminary decision
•the standards your assessment will address
•the criteria of the performance or product to be
For example, Illinois students' writing assessments
are scored for focus, support, organization and
conventions. A musical performance might be rated
for intonation, rhythmic accuracy, tone quality, etc.
An oral presentation might be rated for content,
organization, delivery and language.
35. One technique that may be helpful is to sort
examples of actual student work into three
piles, the very best, the poorest and those in
between. With your colleagues, try to
articulate what makes the good assignments
Your list will probably contain many more
dimensions than you will actually be able to
evaluate for each of your students. Try to
cluster your tentative list of dimensions into
just a few categories or scales.
36. •Write a definition of each of the dimensions.
•Develop a continuum (scale) for describing
the range of products/performances on each
of the dimensions.
For each of your dimensions, what
characterizes the best possible
performance of the task? This description
will serve as the anchor for each of the
dimensions by defining the highest score
point on your rating scale.
37. Describe in words the worst
This will serve as a description of the
lowest point on your rating scale.
38. Describe characteristics of
products/performances that fall at the
intermediate points of the rating scale
for each dimension.
Often these points will include some major
or minor flaws that prevent the
product/performance from receiving a
43. “A rubric can be a powerful
communications tool. When it is shared
among teachers, students and parents, the
rubric communicates in concrete and
observable terms what the school values
most. It provides a means for you and
your colleagues to clarify your vision of
excellence and convey that vision to
44. It can also provide a rationale for
assigning grades to subjectively scored
assessments. Sharing the rubric with
students is vital—and only fair—if we
expect them to do their best possible work.
An additional benefit of sharing the rubric
is that it empowers students to critically
evaluate their own work.” Heidi Andrade, 1995