3. What is a rubric?
The word ārubricā comes from the
Latin word āred.ā It was once used to
signify the highlights of a legal decision
as well as the directions for conducting
religious services, found in the margins
of liturgical booksāboth written in red.
3
4. What is a rubric?
In a broad sense, rubric refers to a
term which has existed in English for
more that 600 years and during that
time, mostly it has meant a set of
āprinted rules or instructions.ā (Encarta
Encyclopedia, 2004).
4
5. What is a rubric?
In, educational sense, it refers to
different categories such as criteria for
assessment, evaluation of learning,
gradients of learning of a set of
instructions etc. (Brown, 2012).
5
6. Construction of a Rubric:
ļ¶ In order to construct a good
rubric, focus on what to measure
exactly, how to measure
performance, and decision on what
a passing level of performance
competency is.
6
8. Terms:
ļ¶ Rubric: a scoring guide used to
judge studentsā work
ļ¶ Skill-Focused Rubrics: scoring
guides for judging studentsā
mastery of the skill being assessed
8
9. Terms:
ļ¶ Student Behavior: a studentās performance
intended to demonstrate what the student
has learned.
ļ¶ Student Product: a material that a student
creates to demonstrate the learning
9
10. Terms:
ļ¶ Task-specific Rubrics: scoring guides
suitable for judging responses to only a
particular task.
ļ¶ Hyper general Rubrics: Excessively inexact,
often vague, scoring guides
10
11. Terms:
ļ¶ Analytic Scoring: when a rubricās evaluative
criteria are applied separately in judging
studentās work.
ļ¶ Holistic Scoring: when a rubricās evaluative
criteria contribute to a single, overall
judgement of quality
11
12. āRemember:
Rubrics can be used to evaluate any of
student-generated product or any
student-generated behavior.
12
14. Construction of a rubricā¦
1. Defining the Behavior to be assessed:
ļ¶ Expected student outcomes, what they
should accomplish at the end of each unit
and end of each term should be clarified.
14
15. Construction of a rubricā¦
2. Choosing the activity
ļ¶ After the determination of the purpose of the
assessment, you should decide an activity
and consider issues regarding time
constraints, resources, and how much data is
required.
15
16. Construction of a rubricā¦
2. Defining the criteria
ļ¶ Third step after the decision of activity and
tasks to be used, definition of which
elements of the project/task will be used to
find the success of the studentsā
performance.
16
18. Parts of a rubricā¦
1. Task Description
ļ¶ A āperformanceā of some types by the
student. Can be:
- Paper
- Presentation
- Poster
18
19. Parts of a rubricā¦
2. Scale
ļ¶ Description of how well or poor a given task is
performed and indicates the rubricās evaluative
goal.
ļ¶ Terms are used e.g. Mastery, partial mastery,
progressing, emerging
19
20. Parts of a rubricā¦
3. Dimensions
ļ¶ Lays out the components of the task
ļ¶ Clarifies how the studentās task can be broken
down into components in terms of importance.
ļ¶ Should represent the types of skill to be achieved
by the students in a scholarly work such as
technique, citation, use of language appropriate to
the occasion20
21. Parts of a rubricā¦
4. Descriptions of dimensions
ļ¶ Help show where the student failed the desired
level of proficiency or highest expectation of the
task to be reached.
ļ¶ Mostly, three dimension descriptions are
preferred.
21
24. Importance of a rubricā¦
ļ¶ According to Center for Advanced Research
on Language Acquisition (CARLA), rubrics
help us to anchor points along a quality
continuum, therefore, instructors can set
reasonable and appropriate expectations for
learners and judge consistently how well
they are met or not.
24
26. Reasons why we use rubricsā¦
1. Well designed rubrics play a significant role
to increase an assessment construct and
content validity by aligning evaluation criteria
to standards, curriculum, instruction and
assessment tasks.
26
27. Reasons why we use rubricsā¦
2. By setting a criteria to rate, well-designed rubrics
can increase the reliability of that assessment, thus,
it applies consistency and objectivity.
3. It helps learners set goals and take the
responsibility of their own learning, since it provides
an understanding of optimal performance.
27
28. Reasons why we use rubricsā¦
4. Bias can be reduced by evaluating studentās work
with established criteria that help instructors clarify
goals and improve their teaching by identifying the
most salient criteria for the evaluation of
performance and by writing the descriptions of
excellent performance.
28
29. Reasons why we use rubricsā¦
5. Learners can develop their ability to judge quality
in their work and othersā work through self and peer
assessment rubrics.
6. Rubrics answer the question āWhy did I/my child
get a B on this project?ā
29
30. Reasons why we use rubricsā¦
7. Rubrics help learners get specific feedback about
their strong and weak areas about how to develop
their performance.
8. They play role in the assessment of learnersā effort
and performance on their own and make
adjustments before the submission of the
assignments for grading.30
31. Reasons why we use rubricsā¦
9. Rubrics allow the learners, teachers, parent to
monitor the progress over a certain time period of
instruction.
10. Time spent evaluating performance and providing
feedback can be reduced.
31
36. Advantage and Disadvantages Holistic Rubrics
ļ¶ Advantages
- often written generically and can be used
with many tasks.
- emphasize what learners can do, rather
than what they cannot do.
- Save time by minimizing the number of
decision raters must make.
36
37. Advantage and Disadvantages Holistic Rubrics
ļ¶ Advantages
- - trained raters tend to apply them
consistently, resulting in more reliable
measurement
- Usually less detailed than analytic rubrics
and may be more easily understood by
younger learners37
38. Advantage and Disadvantages Holistic Rubrics
ļ¶ Disadvantages
- Do not provide specific feedback to test-takers
about the strengths and weaknesses of their
performance.
- Criteria cannot be differently weighted.
- (Teddick, 2002; TeacherVision.com, 2000)
38
39. Analytic Rubrics
ļ¶ According to Taggart, analytic scales are the types which
tend to focus on broad dimensions of writing or speaking
performance.
ļ¶ These dimensions may be similar with those found in a
holistic scale, but they are presented in separate
categories and rated individually.
ļ¶ Points may be assigned for performance on each of the
dimensions and a total score calculated.
39
40. Analytic Rubrics
ļ¶ In general sense, analytic rubrics are associated
with large-scale assessment of general
dimensions of language performance.
ļ¶ In practice, the names āanalytic rubricā and
āmultiple trait rubricā may be sued
interchangeably.
40
41. Advantage and Disadvantages Analytic Rubrics
ļ¶ Advantages
According to Moskal (2000):
- - provide a useful feedback to learners on areas of strength
and weakness.
- Dimensions can be weighted to reflect relative importance.
- Can show learners that they have made progress over time
in some or all dimensions when the same rubric categories
are used repeatedly.
41
42. Advantage and Disadvantages Holistic Rubrics
ļ¶ Disadvantages
- According to Teddick (2002), for different aspects of writing
or speaking performance, separate scores are considered
more artificial, since learner canāt get a good assessment
of the whole performance.
- Take more time to create and use
- Raters tend to evaluate grammar related categories more
strictly than other categories.
42
43. Analytic Rubrics
ļ¶ Holistic Rubrics contain different
levels of performance that
describes the quality, and quantity
of a task.
43
