Notes from:How to Create and Use Rubrics for Formative AsseSusan M. Brookhart
Rubrics• Should be about learning outcomes, not thetask itself.• Descriptions of levels should bedescriptions, not evaluative statements.• Match student work to a description ratherthan make immediate judgements (p 14.)
MisconceptionsRubrics should not confuse the learningoutcome to be assessed with the task used toassess it.Rubrics are NOT assignment directions put intochart format.The focus should be on the learning outcomeor proficiency. (p. 15)
ExampleA teacher has students create a board game tofulfill an objective in SS about learning whyrules are important to a societyThe rubric and activities never actually focus onwhy or how the rules are necessary, butfocus instead on the product - the game thatthe students produce.
Misconception #2Confusing rubrics with requirements orquantitiesGrade focused rather than learning focused.
Misconception #2Poor rubric for "My Province Poster"Does not check for understanding of facts.This could be done with a checklist andassesses compliance - not learning. (p. 21)4 3 2 1Facts Includes atleast 6intersting factsIncludes 4 -5interestign facts2 - 3 factsincludedSeveral factsare missingGraphics All graphics arerelatedOne graphics isnot relatedTwo graphicsare not relatedGraphics arenot related
Misconception #3Rubrics are not rating scales.This misses the point about a rubric beingdescriptive - it merely becomes a scale.
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