This presentation defines and explains what makes a rubric good. It contains examples for teachers to uses as models when creating rubrics.

1. The Road to
Good Rubrics
Creating and Using
Rubrics to Grade
Assignments
Katie Lanier
EDIM501
Kathryn_lanier@allenisd.org
@lanier_katiesue
KLanier2014

2. Objectives
We will:
• Review characteristics of high quality rubrics
• See examples of rubrics
• Apply learning to classwork

3. What a Rubric Isn’t
• A checklist of quantities or elements
• Assessments of compliance

4. This Isn’t Really a Rubric
4 3 2 1
Facts The poster
includes at least 6
facts and is
interesting to read
The poster
includes 4-5 facts
about the state
and is interesting
to read
The poster includes
at least 2-3 facts
about the state
Several facts are
missing.
Graphics All graphics are
related to the topic
and make it easier
to understand.
One graphic is not
related to the
topic.
Two graphics are
not related to the
topic.
Graphics do not
relate to the
topic.
Neatness The poster is
exceptionally
attractive in terms
of design, layout
and neatness.
The poster is
attractive in terms
of design, layout
and neatness.
The poster is
exceptionally
attractive, although
it may be a bit
messy.
The poster is
messy or very
poorly designed.
It is a checklist of quantities or elements

5. What A Rubric Is
• Objective based evaluation
• Tool to evaluate an activity
where learning is
demonstrated.
• Tool to assist students with
learning
• Assessment of learning

6. What A Rubric Has
• Clear descriptions of student performance
• Clear and coherent criteria
• Specific objectives

7. What a Rubric Is
Extended (3) Satisfactory (2) Partial (1) Incorrect (0)
Problem
Solving
Correct answer
with explanation
or work shown.
Correct answer
but slight error
in work or
explanation.
Incorrect answer
but process shows
understanding
Incorrect
response.
Single
Topic
Short
Essay
Question
Correct
explanation
topic with
evidence or
connections.
Correct
explanation of
topic but no
evidence or
connections.
Explanation
shows partial
understanding of
topic.
Incorrect
response.
Example shows different types of objectives and criteria.

8. Objective Based Rubric
Advanced (4) Proficient(3) Near Proficient (2) Novice (1)
element Shows
understanding of
the concept beyond
standards
Shows a complete
understanding of
the concept.
Shows partial
understanding of
the concept.
Shows lack of
understanding.
Single
Objective
Student can
correctly explain
the concept and
apply it to the real-world.
Student correctly
can explain the
concept and
connect it to
activities in class.
Student can
correctly explain
the concept and
knows the facts.
Student
understand only
a few fact or
concepts.
Student
can
analyze
distance vs
time
graphs
Student can
correctly describe
the motion
represented by the
graph and give a
specific example
with numbers.
Student can
correctly describe
the motion
represented by the
graph and
describe an
example.
Student can
describe some
elements of the
motion represented
by the graph.
Student describes
the graph, but
not the motion it
represents.
Example progresses from a general element to a specific objective.

9. Creating a Rubric
• Choose an activity or lesson.
• Identify the objectives for that lesson.
• Identify levels of performance.
• Clearly describe the expectations

10. References
Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria: ASCD.
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