A rubric is a scoring tool that provides clear evaluation criteria in the form of levels of achievement. It allows for standardized assessment of student work like papers, projects, and essays according to learning objectives. Rubrics provide transparency by detailing what is required to receive a particular score. They benefit both students by communicating expectations, and teachers by facilitating grading. Rubrics can be tailored to different subject areas and can assess a variety of skills and competencies.

1. RUBRICS

2. It is a scoring tool for subjective assessments. It is a set
of criteria and standards linked to learning objectives
that is used to assess a student's performance on papers,
projects, essays, and other assignments. Rubrics allow for
standardised evaluation according to specified criteria,
making grading simpler and more transparent.
(Wikipedia.org)

3. It is a scoring guide that seeks to evaluate a student's
performance based on the sum of a full range of criteria
rather than a single numerical score.
A rubric is a working guide for students and teachers,
usually handed out before the assignment begins in
order to get students to think about the criteria on
which their work will be judged.
Rubrics can be analytic or holistic, and they can be
created for any content area including math, science,
history, writing, foreign languages, drama, art, music,
etc...

4. A rubric is an explicit set of criteria used for
assessing a particular type of work or
performance.
Usually, it also includes levels of potential
achievement for each criterion, and sometimes also
includes work or performance samples that typify
each of those levels.

5. It is a guide that gives direction to the scoring of
student products and other authentic evaluation.
It is helpful in assessing products such as open-ended
questions, laboratory experiments, debates, oral
presentations, visual presentations, and written
works.

6. 3 COMMON FEATURES

7. focus on measuring a stated objective
(performance, behavior, or quality)
use a range to rate performance
contain specific performance characteristics
arranged in levels indicating the degree to which a
standard has been met (Pickett and Dodge)

8. COMPONENTS OF A RUBRIC
Dimensions
Rating Scales
Descriptions

9. ADVANTAGES
Teachers can increase the quality of their direct
instruction by providing focus, emphasis, and
attention to particular details as a model for students.
Students have explicit guidelines regarding teacher
expectations.
It clearly shows what criteria must be met for a
student to achieve a desired mark.

10. Students can use rubrics as a tool to develop
their abilities
Teachers can reuse rubrics for various activities.
Force clarification of success in the classroom,
establishing clear benchmarks for achievement

11. Types of Rubrics

12. ATTITUDE/
SUBJECT GENERIC BEHAVIOR
Specific Cooperative
or Task- Variety of group,
preparedness,
specific situations attentiveness
rubrics

13. CREATING A RUBRIC

14. Have students look at models of good versus
“not-so-good” work
List the criteria to be used in the rubric and allow for
discussion of what counts as quality work.
Articulate gradations of quality.
Practice on models

15. Ask for self and peer-assessment
Revise the work based on that
feedback
Use teacher assessment

16. Guidelines when Writing Rubrics

17. 1. A rubric must include specific description
that spell out each level of achievement.
2. The description must be listed in parallel
fashion.
3. Writing should be in descending level of
achievement.
1. A rubric must include specific description
that spell out each level of achievement.

18. Determining the Levels of Rubrics

19. For a beginner, start simply with a
three-level rubrics.
Determine which areas are to be evaluated,
e.g: content, procedure, process.
The type of rubric you are going to
use is based on instructional goals.

20. Variety of Performance Descriptions

21. Description for Six-Level Rubrics
Exemplary
6 Exceptional Achivement
Commendable
5 Strong Achievement
Adequate
4 Capable Achievement
Some Evidence of
3 Developing Achievement
Limited Evidence of
2 Limited Achievement
Minimal Evidence
1 Emergent of Achievement

22. Description for Five-Level Rubrics
5 Impressive Outstanding
4 Notable Very Effective
3 Adequate Effective
2 Minimal Marginally Effective
1 Incomplete Ineffective

23. Description for Four-Level Rubrics
Complete
4 Awesome Understanding
Adequate
3 Admirable Understanding
Limited
2 Acceptable Understanding
Little or No
1 Amateur Understanding

24. Description for Three-Level Rubrics
3 Strong High Achievement
Adequate
2 Capable Achievement
Limited
1 Developing Achievement

25. Team Work Rubric
Oral Presenation Rubric
Class Participation Rubric
Write Up Rubric
Bulletin Board
Fiction Writing

26. Thank You!!!

27. A
N
A Targets specific skills such as
L organization, applying scientific
Y method, or using vivid verbs and
T concrete nouns in writing.
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28. H
O
Used to assess a product in its L
totality and to determine overall, I
what level of performance is S
shown. T
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