Combining the benefits of feedback-rich SBG with the culturally accepted practice of grading on the 100-point scale. How to design rubrics. How to use rubrics.

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A Hybrid Approach to Standards-
Based Grading: Using Schoology
Rubrics in a 100-Point Environment
Ted Sadtler, The Westminster Schools
Atlanta, GA

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The Elevator Pitch
•More best practices workshop than tech workshop
•The 100-pt scale vs. Standards-Based Grading
•Rubrics create benchmarking levels that reflect expected student
outcomes
•Rubrics are more complex than we think; give them the time they
deserve; design first, build second
•100-pt conversion that works for me: 100/88/73/60

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The Plan
We’re going to:
• Thought exercise: The 100-pt Scale vs. SBG
• Build a simple, generic rubric; explore Schoology bells & whistles
• Elements of good rubric design
• Conversion possibilities: 4-pt rubric to 100-pt grade
• Language of the Growth Mindset

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Short Term Objectives
• Gain technical understanding of how to create rubrics in Schoology;
how to integrate rubrics into Schoology “Assignments”
• Develop a theoretical and practical understanding of how to
effectively design, build, and use rubrics
• Determine a 100-pt conversion method that fit your assessment
philosophy
• Use language that improves communication and cultivates a
“growth mindset”

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Long Term Objective
Write the best rubrics you’ve ever written

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My Assumptions
• Your school uses the 100-pt scale
• You find it lacking in some regard
• You value meaningful feedback
• Your proficiency with rubrics varies

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Success Looks Like…
•LOTS of strong rubrics
•One FANTASTIC rubric
•Confident approach to building future rubrics
•Desire to bring rubric design questions back to our community

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A Problem, A Solution

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I believe that this nation
should commit itself to
achieving the goal, before
this decade is out, of
making a 95 in space
travel.
Someone less inspiring than JFK

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I believe that this nation
should commit itself to
achieving the goal, before
this decade is out, of
sending a man to the
moon and returning him
safely home.
JFK

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100 060
The 100-Point Scale
Numbers are inherently abstract. In great quantity, abstraction becomes absurdity.

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Uses for the 100-Point Scale
Individual Assignment Grades
•Evaluating student work calls for
concrete feedback
•Individual student work should not
need to be “distilled” in order to be
understood
End-of-Term Grades
•Distilling the result of multiple
assignments calls for abstraction
•Distillation is necessary to get a
“thumbnail” picture

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What do my
students
know?
What are my
students
able to do?

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Who will save us from
the evil 100-pt scale?

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Anatomy of a Rubric
Criteria
What should
the students
be able to do?
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Does Not Meet
Expectations
Scale / Scale Labels
How does student
performance stack up
to expectations
Performance Indicators
What do elements of
performance look like?

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Anatomy of a Rubric
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Does Not Meet
Expectations
The 4-point Scale
4 3 2 1

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Get to Work
Creating Rubrics in Schoology

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Schoology Demo
•Navigate to Resources > Personal
•Select Add Resources > Add Rubric
•Create Title, Criteria, Scale & Scale Labels, Performance Indicators
•Save to Resources
•Schoology Bells & Whistles
•Portability, Packaged & Custom Criteria, Embedding
I do, We do, You do

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Designing Effective
Rubrics

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Rick Wormelli’s (Heavily Abridged) Guiding
Questions for Rubrics
•Does the rubric account for everything we want to assess?
•Is the rubric tiered for this student group’s readiness level?
•Is the rubric clearly written so anyone doing a “cold” reading of it will
understand what is expected of the student?
•Can a student understand the content yet score poorly on the
rubric?
•Can a student understand very little content yet score well on the
rubric?

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Rick Wormelli’s Guiding Questions for Rubrics
Does the rubric account for everything you
want to assess?

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Rick Wormelli’s Guiding Questions for Rubrics
Is the rubric tiered for the students’
level of readiness?

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Rick Wormelli’s Guiding Questions for Rubrics
Is the rubric clearly written?

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Rick Wormelli’s Guiding Questions for Rubrics
Can a student understand the content yet score
poorly on the rubric? Can the reverse happen?

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Run Your Rubric Through a Rubric
from Stiggins’ et al, Classroom Assessment for Student Learning
Before fielding a rubric, you must examine the rubric for:
Content
Clarity
Practicality
Technical quality / Fairness

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Designing Rubrics: Before You Start
1. Identify essential content & skills
2. Identify what qualifies as acceptable evidence
3. Identify highest possible performance
4. Identify common student mistakes, tendencies, misunderstandings

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Designing Rubrics: Essential Content & Skills

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Designing Rubrics: Acceptable Evidence

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Designing Rubrics: Highest Possible Performance
Better
Best
OMG!

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Designing Rubrics: Mistakes, Tendencies,
Misunderstandings

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Designing Rubrics: Identify Scale Labels

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Design: The Question of Scale
2 1
You did good. You did bad.
3 2 1
Great Good Bad
4 3 2 1
Great Good Almost Not yet
5 4 3 2 1
Great Good Good
-ish
Fair Not
yet

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Design: Give Descriptions, Not Directions
Common Assignment Directions
•Include X # of items
•Include the following terms
•Include graphics
•Make it neat
Rubrics are not assignment
directions set into chart format.
Susan Brookhart, How to Create and Use Rubrics

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Design: Give Description, Not Judgment
4 3 2 1
Source Citation I cite my sources
completely and
correctly when
quoting AND
when
paraphrasing
ideas of others
I cite my sources
when quoting
AND when
paraphrasing
ideas of others
I cite all quotes,
but I neglect to
cite all
paraphrased
ideas of others
I neglect to cite
sources on
multiple
occasions, quoted
and/or
paraphrased
Interpretation of
Source
My interpretation
of the source
reflects precisely
the intent of the
source
My interpretation
of the source
reflects closely
the intent of the
source
My interpretation
of the source
strays in
significant ways
from the source
My interpretation
of the source is
largely unrelated
to the intent of the
source

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Design: Give Description, Not Judgment
4 3 2 1
Source Citation Excellent Good Fair Poor
Interpretation of
Source
Excellent Good Fair Poor

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Get to Work
Design Your Own Rubric

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To Keep in Mind As You Build
•Content, Clarity, Practicality, Quality & Fairness
•Consider using the 4-point scale
•Start with the performance indicator for a “3”
•Use transitive verbs
•Give description, not direction, not judgment

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100-pt Conversion:
Rationale &
Considerations

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My 100-pt Conversion
4=100
3=88
2=73
1=60

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My 100-pt Conversion
Rubric w 3 Criteria
100 / 3 = 33
33 x 1.0 = 33
33 x .88 = 29
33 x .73 = 24
33 x .60 = 20
Rubric w 4 Criteria
100 / 4 = 25
25 x 1.0 = 25
25 x .88 = 22
25 x .73 = 18.25
25 x .60 = 15
Rubric w 5 Criteria
100 / 5 = 20
20 x 1.0 = 20
20 x .88 = 17.5
20 x .73 = 14.5
20 x .60 = 12

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The Reasons Come From Results

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The Reasons Come From Results

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100-pt Conversion: Other Possibilities

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100-pt Conversion: Resources For You
Included in this session’s folder are:
•Excel workbook with pre-loaded calculations; Directions for use
•Link to Jill Gough’s post on rubric conversion
•Sample rubrics from various departments
•Ancillary readings

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Cultivating Growth
Mindset through
Effective Rubric Use

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Fixed Mindset vs. Growth Mindset
•Intelligence is fixed
•Urgency to prove oneself
•Effort suggests weakness
•Challenge is threatening
•Failure is detrimental
•Intelligence can be cultivated
•Urgency to experience
•Effort holds promise
•Challenge is welcomed
•Failure is informative

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Avoid Fixed Mindset “Triggers”
•Praising intelligence
•Praising “effortlessness”
•Praising a student’s “natural ability”
•Praising speed or perfection
Speed and perfection are the
enemy of difficult learning.
Carol Dweck, “Mindset: The New Psychology
of Success”

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Mindset Language in Rubrics
•Focus on effort, persistence, risk-taking, creativity, attention to
detail, originality, independence
•Suggest future attempts
•Applaud a student’s reaction to adversity

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Getting Others On Board

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Simple Techniques to Enlist Other Teachers
•Build a LOT of rubrics
•Talk about your results
•Calibrate rubrics as a group (within or across disciplines)
•Invite colleagues to collaborate on a rubric

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Ted Sadtler
Director of Teaching & Learning
Spanish Teacher
The Westminster Schools, Atlanta GA
tedsadtler@westminster.net senor206 Ted Sadtler