This document discusses rubrics, which are scoring guides that evaluate student work based on important criteria. Rubrics clarify expectations, support student learning, and provide feedback to help students improve. They should clearly describe observable features of student work focused on demonstration rather than omission. Rubrics benefit teachers by helping align objectives and evaluation, promote consistency, and reduce assessment time. They benefit students by clarifying expectations and supporting self-assessment. Developing effective rubrics involves examining exemplar work to establish criteria and quality descriptions for different performance levels. Rubrics can be used for grading in various weighted and unweighted formats.
2. Concept of Rubrics
A Rubric is simply a scoring guide for evaluating students work. A
rubric list the important criteria on which a product or a performance
will be judged and specifies the levels of qualities for each of those
criteria as the educational community has become increasingly
interested in the use of assessment to support the learning process
rubric have become instrumental in informing students about “What
count” in completing particular task. Rubric clarifies learning goals
and supports them in making choice and decisions with respect o
improving the quality of their work. When students are asked to
demonstrate their ability to carry out a particular skill or to create a
certain product teachers have expectations of quality they use to asses
that work. In some case
Whether holistic or anytical, rubrics should.
• Contain the essential criteria (traits qualities descriptors) by
which a product or a performance is judged.
• Described clearly observable feature of the product or
performance that focus. As much as possible, on what the
student response demonstrate, rather than what is missing.
• Using the descriptive rather than the comparative language to
make distinction.
• Clearly differentiate levels of containing parallel criteria or
descriptions.
3. • Based on wide range of example or work samples so that all
potential product or performance, for a particular group of
students would fit within the rubric these expectations are
shared the students but at times, student are not clearly what is
expected of them rubrics make explicit of students teachers and
performance will be judged rubric can provide a frame work for
teachers to evaluate the complex skills. Products and
performance against a standard of mastery not just to compare
students. When the criteria are accurately delineated, a rubric
has the capability of providing a fair reliable and valid method of
measurement of course the rabidity and validity of the tool
depends very much on how well the importance criteria and
then differentiate between the levels of performance that could
be expected from a particular group of student along those
criteria.
The power of analytical rubrics that provides detailed
information to student’s strengths and areas for improvements.
• Focus on the purpose and impact of the work in addition
to content and appearance.
For teachers, the habit of using a well constructed rubric is
numerous. A good scoring rubric;
• Help teachers define excellence and plan instruction so
students can achieve it
• Align curriculum objectives and evaluation
• Assists teachers in being accurate fair and consistent with
scoring.
4. • Reduces the time teachers spend assessing student’s worth.
• Can promote consistent expectations between and among
teachers in school, at a particular grade level and/or with in
a department.
• Documents the procedures used and decisions made with
respect to evaluating students work.
For students, a well constructed Rubrics:
• Clarifies teacher’s expectations.
• Support the process of self and peer assessment.
• Provide the students with focused feedback about how to
improve performance.
Finally there is also benefit for parents for rubrics:
• Clearly communicates teacher’s expectations.
• Provides a more objective assessment of student’s
performance.
• Supports parent’s understanding of significant curricular
objectives
• Focuses discussions with teachers on student work rather
than on the teacher’s decisions.
Rubrics can support the teaching and learning process when we
ask students to complete any kind of performance assessment such as:
5. • Writing assessment
1. Stories
2. Paragraphs
3. Plays
4. Poems
5. Essays
6. Research paper
• Demonstration (live or taped)
1. Role playing
2. Relating
3. Debates
4. Experiments
5. Reading
6. Cooperative group work
7. Recital
8. Performing station (mathematics or science)
• Presentation (live or taped)
1. Oral-songs
2. Choral speech
3. Visual slide show
4. Dance
6. 5. Science fair
6. Project
7. Seminar
8. Portfolios
Steps in developing a Rubric:
• Look at the models of the performance or product:
Along with your students, examine examples of students
work at the grade level. Conceders the characteristic that distinguish
“good” work from the other sample provide.
• Establish the criteria:
The criteria to be used in assessing the performance or
product should emerge out of the discussion of the models. It is the
characteristics evident in the exemplary work that will became the
criteria.
1. Determine the number of levels in the rubric
2. Develop descriptions of quality for each level of the
criteria.
3. Practice using the rubric.
4. Revise the rubric as necessary.
Use of rubric in grading
If necessary, there are a number of different ways that rubrics can be
used in the grading process. At the elementary school levels, If you have a
limited number of report land categories you can use those categories to
7. describes the levels of performance. There are two advantages to this
approach. It simplifies the process of translating rubrics scores on to the
reporting documents and it support student and parents understand about
the meaning of those indicators for example. The rubrics that follow
corresponds with the report land indicator independent, development
(developing), beginning
Maths problem solving rubric
Criteria Independent Developing Beginning
Understanding
the problem
I get the right answer
to the problem and
can work it out with
no mistakes. I use
maths words
correctly
I understand
how to solve the
problem, but I
may make
mistakes.
I try to do the
problem but I
don’t
understand it.
Knowing how
to solve the
problem
I can show more than
one way to solve the
problem
I show most of
how I solve the
problem
I show some of
how I solve the
problem
Explain what
you did
I can explain exactly
what I did to solve
the problem and why
I solved it that way
I can explain
what I did to
solve the
problem
I can explain
some of what I
did to solve the
problem
Un-weighted Rubrics
If you are teaching at a level where you must provide numerical
grade, you can use a mathematical formulae to arrive at a score number of
criteria × number of levels = total possible scores. To calculate an
individual score, you add up the points a student received.
8. Weighted Rubrics
A rubric can also be weighted .Weighted rubrics are used
to explicit demonstrate to students and parents which take precedence over
others. This emphasis can occur over the course of an entire term or year,
or at different points in the year as one concept or another is highlighted.
So if you determined that mathematical and tragic knowledge are twice as
significant in scoring problem solving, you can weight them that way.
Thus the rubric remains the same, but the scoring is different. A weighted
rubric might move a student up or down a specific achievement level or
bumps
Reference
Web resources:
1. www.uncw.edu.au/-file/data/asses
2. www.uncw/cte/et/articles/vol17-1/wolf.pdf
3. www.en.wikipedia.org/wiki/org
