2. Rubrics are the criterion-referenced rules for assessing
student performance holistically or analytically (on different
dimensions).
A scoring tool with specific expectations for an
assignment/task, providing a detailed description of what
constitutes acceptable or unacceptable levels of performance.
Used to examine how well students have met Cos, Pos & LOs
rather than how well they perform compared to their peers
3. A rubric is an assessment tool that clearly indicates
achievement criteria across all the components of any kind of
student work.
It can be used for marking assignments, class participation or
overall grades.
There are two types of rubrics:
Holistic
analytical
4. Holistic Rubric
All criteria are assessed as a single score.
Used for evaluating overall performance on a task.
Detailed information on student performance for each criterion is
not provided as the levels of performance are taken as a whole.
• Reading fluency or response to an essay question . . .
• Overall quality or achievement or performance
• Judging the impact of a product
5. Score Description
5
Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4
Demonstrates considerable understanding of the problem. All
requirements of task are included.
3
Demonstrates partial understanding of the problem. Most
requirements of task are included.
2
Demonstrates little understanding of the problem. Many
requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 Noresponse/task not attempted.
6. When to use holistic rubric
Overall quality, proficiency, or understanding of a specific
content or skills.
Assessment is summative (e.g. at the end of a semester or
Major)
Assessing significant number of samples/items.
7. Analytical Rubric
Each criterion is assessed separately, using different
descriptive ratings.
Each criterion has a separate score.
Provides more detailed feedback.
Judges complex performances, involving several significant
criteria.
Provides more specific information or feedback to students.
8. Beginning 1 Developing 2 Accomplished 3 Exemplary 4
Score
Crit. #1
Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
performance
Description reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Crit. #2
Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
performance
Description reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Crit. #3 Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
performance
Description reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
9. When to use Analytic Rubrics
Several teachers collectively assess student work.
Descriptions promote consistency in scoring.
Outsiders examining the rubric scores.
Substantial feedback to students or teachers is desired.
Profiles of specific strengths/weaknesses are desired.
10. What should the assignment include?
What will be assessed?
How will the assignment align with
standards?
How will we measure student achievement?
11. Stages of Rubric Development
Stage 1: Reflecting
What do we want from our students? Why did we create this
assignment? What happened the last time we did this?
Stage 2: Listing
What are the learning outcomes we hope to see in the completed
assignment/product?
Stage 3: Grouping and Labeling
Place similar outcomes together to comprise dimensions of the rubric.
Stage 4: Application
Form the actual rubric by deploying dimensions and levels along each
side of the rubric.
12. EXAMPLES OF CRITERIA FOR A
STUDENT ASSIGNMENT
• Introduction
• Arguments presented/analysis
• Grammar and punctuation
• Spelling
• Conclusion
• References
• Presentation of the work
13. DESCRIPTION OF LEVELS OF
PERFORMANCE
• Excellent, Good, Fair, Poor
• Master, Apprentice, Beginner
• Exemplary, Accomplished, Developing, Beginning,
Undeveloped
• Complete, Incomplete
• Yes, No
15. Descriptors
Explicit descriptions of the performance-
What is expected of the students?
What performance at a particular level looks like?
How well students’ work is distinguished from the work of their
peers?
Detailed enough to differentiate between the different levels
and increase the objectivity of the rater.
29. Task Description
What the student is supposed to do?
Write an essay, perform a drama/role play, make an oral
presentation…
At the top of a sheet of paper, place the full description of
the assignment.
Begin a grid that is headed by a descriptive title and
dimensions of the assignment.
30. Scale
How well or poorly has the student done on the task?
Sophisticated, competent, partly competent, not yet competent.
Exemplary, proficient, marginal, unacceptable.
Advanced, Intermediate, Novice.
Distinguished, proficient, intermediate, novice.
Accomplished, developing, beginning.
Consider whether a scale needs more than three levels. More levels
mean more time spent on assessment.
31. Dimensions
Break down a task into components and identify the importance
of these components.
Dimensions are descriptive, not evaluative
“organization” instead of “good organization”
Dimensions help students see that the work they are doing is
multidimensional and draws on multiple abilities.
32. Description of the Dimensions
At least a description of the highest level of performance.
Students need not fit into a single category.
Descriptions for each level help students see that the work they are
doing, have varying levels of achievement. The difference between
poor and excellent work.
