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Rubrics
This document discusses different types of rubrics used to evaluate student work. It describes holistic rubrics, which evaluate multiple criteria together on a single scale, developmental rubrics, which assess the progress of a skill or process, and analytic rubrics, which evaluate each criterion separately. The document provides examples of generic rubrics that can be used for various tasks, and task-specific rubrics tailored to a particular assignment. It then shares samples of rubrics that evaluate knowledge, skills, understanding, and the transfer of understanding using rating scales.
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Rubrics
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- 2. a guide listingspecific criteria for grading or scoring academic papers, projects, or tests
- 3. Type of Rubrics -A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). - describe the development of a process or product (i.e., reading, writing, problem solving, listening) - An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. Holistic Developmental Analytical
- 4. Type of Rubrics -A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). - describe the development of a process or product (i.e., reading, writing, problem solving, listening) Generic Task – Specific
- 5. HolisticRubrics Sample • Describea product or performance as a whole • Rely on multiple descriptors • Are limited in value in terms of providing precise diagnostic information • May cause more scoring dilemmas
- 6. Developmental Rubrics Sample •Describe the development of a process or product (i.e., reading, writing, problem solving, listening) • Used by educators to make instructional decisions
- 7. Analytic Rubrics Sample •Describe domains of a product or performance separately • Have limited descriptors for each attribute • Allow for specific diagnostic feedback
- 8. Generic Rubrics Sample •Are written so that they may be used with more than one task of performance • Can be used across genres and even domains (problem solving, reading)
- 9. Task - SpecificRubrics Sample • Are written for specific classroom tasks or assignments • Include language that specifically connects the rubric to the task or assignment students will complete
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- 12. KNOWLEDGE Relevance of data/informationacquired Data/information acquired are completely relevant to the development of understanding. 8 % 8 % Data/information acquired are to a great extent relevant to the development of understanding. 6 - 7 % Data/information acquired are to the development of understanding. 4 - 5 % Data/information are to the development of understanding. 2 - 3 %
- 13. KNOWLEDGE Adequacy of data/informationto firm up and deepen understanding Data/information are completely adequate to firm up and deepen understanding 7 % 7 % 5 - 6 % 3 - 4 % 1 - 2 % Data/information are to a great extent adequate to firm up and deepen understanding Data/information are to some extent adequate to firm up and deepen understanding Data/information are very inadequate to firm up and deepen understanding
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- 15. SKILLS Understanding of Content10 % Strong 8 - 10 %
- 16. SKILLS Understanding of Content10 % Developing 5 - 7 %
- 17. SKILLS Understanding of Content10 % Weak 2 - 4 %
- 18. SKILLS Critical Thinking 15% Strong 13 - 15 %
- 19. SKILLS Critical Thinking 15% Moderately Strong 10 - 12 %
- 20. SKILLS Critical Thinking 15% Developing 7 - 9 %
- 21. SKILLS Critical Thinking 15% Weak 4 - 6 %
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- 31. Transfer of Understanding(30%) Moderately Strong 21 - 25 %
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- 33. Transfer of Understanding(30%) Weak 11 - 15 %
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