2. WHAT IS A RUBRIC?
• Rubrics are a tool for evaluating student
performance based on a range of criteria.
They provide criteria to define various levels
of performance.
3. RUBRICS ALSO
• Define elements of the learning task and
then describe quality levels of performance.
4. ADVANTAGES OF USING
RUBRICS
• Well-written rubrics help clarify the teacher’s
expectations
• Rubrics help keep the grading process consistent
• Rubrics help reduce the subjectivity inherent in
grading subjective assessments
5. RUBRICS ALSO
• Can help to speed up the grading process by
keeping the grader on task.
• Can help students to review and revise
assignments and promote reflective learning.
6. 1. DEFINE THE PURPOSE
OF THE ASSESSMENT
Questions to consider:
• Will you use the rubric to assign a grade?
• Will you use the rubric to give feedback so students can
improve their performance?
• Is the rubric for a multi-dimensional project or for a
simple, straight-forward assignment?
• What are the learning outcomes?
• How will students demonstrate they've learned these
outcomes?
7. 2. ESTABLISH CRITERIA
Criteria emphasize instructional priorities. This focuses
students’ attention on specific parts of an assignment.
• What should be learned?
• How will students demonstrate that they have
learned?
• What knowledge, skills, and behavior are required
for the task?
• What steps are required for the task?
• What are the characteristics of the final product?
8. 3. ESTABLISH A RATING SCALE
More rating points provide more detail, but can
make it more difficult to delineate differences
between each point.
Examples include:
• Meets or does not meet the standard
• Unsatisfactory, satisfactory
• Below/meets/exceeds expectations
• Never, sometimes, usually, or always
• Limited, acceptable, or proficient
• Poor, fair, good, excellent, superior
9. 4. WRITE PERFORMANCE DESCRIPTORS
Write performance descriptors for each scale point.
Descriptors should:
• Describe observable and measurable behavior
• Written in consistent and parallel language
across the scale.
• Indicate the degree to which the standards are
met.
• The behavior may vary in degree through
amount, frequency, or intensity.
