Guidelines in making Rubric

1. General steps in
preparing
rubrics

2. Decide if the assignment is measuring the presence
of criteria or the quality of criteria.
Step 1:

3. Determine what the evaluation criteria should be.
Step 2:
Break assignment into manageable parts.
Use example of students’ work to identify defining
criteria and levels of competencies.
Identify observable attributes of the assignment.

4. Determine what the evaluation criteria should be.
Step 2:
Decide on the criteria that are essential to
demonstrating achievement of the assignment.
Criteria will usually number between 3-8.

5. Criteria
Number of
Chocolate
chips
Texture
Color
Taste
Richness
(Flavor)
Chocolate chip cookies

6. Determine what the performance levels should be
and how many.
Step 3:
Consider the anchor first
Determine how many different level
No. of performance levels usually between 3-5.
Use both qualitative terms and quantitative for
performance levels.

7. Criteria Poor (1) Needs
Improvemen
t
(2)
Good (3) Delicious
(4)
Score
Number of
Chocolate
chips
Texture
Color
Taste
Richness
(Flavor)

8. Provide descriptions for each level.
Step 4:
Incorporating each criterion
Each individual criterion
Be consistent
Use non-judgmental technology

9. Criteria Poor (1) Needs
Improvement
(2)
Good (3) Delicious
(4)
Score
Number of
Chocolate
chips
Too few or too
many chips
Chocolate in
50% of the
bites
Chips in about
75% of bites
Chocolate chip
in every bite
Texture Texture is 75%
uncooked
Texture either
crunchy or
50% uncooked
Chewy in
middle, crisp
on edges
Chewy
Color Burned Either dark
brown from
overcooking
Light from
being 25% raw
Golden brown
Taste Stale and
chalky
Tasteless Quality store-
bought taste
Home-baked
taste
Richness
(Flavor)
Nonfat
contents
Low-fat
contents
Medium fat Rich, creamy
high fat flavor

10. Criteria Poor (1) Needs
Improvement
(2)
Good (3) Delicious
(4)
Score
Number of
Chocolate
chips
Too few or too
many chips
Chocolate in
50% of the
bites
Chips in about
75% of bites
Chocolate chip
in every bite
Texture Texture is 75%
uncooked
Texture either
crunchy or
50% uncooked
Chewy in
middle, crisp
on edges
Chewy
Color Burned Either dark
brown from
overcooking
Light from
being 25% raw
Golden brown
Taste Stale and
chalky
Tasteless Quality store-
bought taste
Home-baked
taste
Richness
(Flavor)
Nonfat
contents
Low-fat
contents
Medium fat Rich, creamy
high fat flavor

11. General
steps in using
rubric

12. Using Rubrics to Engage Students
and Improve students learning in
your class
1.Hand out the grading rubric with the
assignment
2.Return the rubric with the grading on it.
3.Develop a rubric with your students for
an assignment or group project

13. Using Rubrics to Engage Students
and Improve students learning in
your class
4. Have students apply your rubric to
some sample products before they create
their own.

14. Using Rubrics to Engage Students
and Improve students learning in
your class
5. Give peer feedback using the rubric.
6. Have students self-assess their
products using the grading rubric.

15. Using Rubrics to Improve SLOs:
Collecting, Reviewing and
Interpreting data
TO COLLECT DATA:
-Consider pre-programming and
Excel spreadsheet so data can be
consolidated and analyzed easier.

16. Using Rubrics to Improve SLOs:
Collecting, Reviewing and
Interpreting data
TO REVIEW THE DATA:
-Average scores across raters.
-Aggregate those scores across
students
for each criterion.
-Aggregate total score across

17. Using Rubrics to Improve SLOs:
Collecting, Reviewing and
Interpreting data
TO REVIEW THE DATA:
-Review frequencies for each
criterion.
-Present data in user-friendly way
and

18. Using Rubrics to Improve SLOs:
Collecting, Reviewing and
Interpreting data
TO INTERPRET DATA:
-Determine how good is good
enough.
-At least 80% of the students score at
least 3 or above.

19. Using Rubrics to Improve SLOs:
Collecting, Reviewing and
Interpreting data
TO INTERPRET DATA:
-No more than 5% of the students
are at
the “unsatisfactory” level and at
least
80% are at the ‘good’ level.

20. Performance
Criteria

21. Criteria (Criterion)
A standard on which a judgment may based
Are statements which identify “what really
counts” in the final output.

22. Performance Criteria
Are the specific behaviors that students should
perform to properly carry out a performance or
produce a product.
Specific observable standards by which students
performances or products will be assessed.

23. Performance Criteria
Specific measurable statement defining
performance

24. Performance Criteria should be:
Specific
Clearly stated
Observable

25. Guidelines in stating Performance Criteria
1. Identify the steps or features of the
performance or task to be assessed imagining
yourself performing it or inspecting finished
product.
2. List the important criteria of the performance
or product.

26. Guidelines in stating Performance Criteria
3. Try to keep the performance criteria few so
that they can be reasonably observed and judged.
4. Have teachers think through the criteria as a
group.

27. Guidelines in stating Performance Criteria
5. Express the criteria in terms of observable
students behavior or product characteristics.
6. Avoid vague and ambiguous words.

28. That’s all
Thank