The document discusses rubrics and how they can be used for assessment for learning. It provides examples of holistic and analytical rubrics and how they differ. It emphasizes involving students in designing their own rubrics so they understand the expected qualities and feedback. Teachers can guide students to determine expected qualities, performance levels, and write indicators for the rubrics. Developing rubrics collaboratively helps students have ownership over their assessment.

1. ASSESSMENT FOR
LEARNING

2. W HAT IS A RUBRIC ?
 A description of explicit learning goals
 A vehicle for feedback
 A guide for planning future learning
 A scoring chart

3. A SAMPLE RUBRIC –
COMPARING TWO ITEMS
Expected Exemplary Proficient Beginning
Qualities
Ability to select Selects important Selects characteristics of Selects characteristics
appropriate characteristics that varying importance that which allow for a little
characteristics for provide a significant allow some comparison comparison.
comparison basis for comparison. between two items.
Ability to identify Accurately identifies Some similarities and Identifies either
similarities and and selects the major differences identified. similarities or
differences between similarities and Important similarities differences.
two items. differences for both and differences not
items. included.
Ability to use the Draws insightful and Some thoughtful A few conclusions are
identified similarities thoughtful conclusions conclusions are drawn drawn from the
and differences to from the similarities and from the comparisons. comparisons.
reach significant differences.
conclusions

4. H OW CAN RUBRICS BE USED IN
ASSESSMENT FOR LEARNING BY
TEACHERS ?
Teachers can use rubrics when they:
 plan for student learning
 monitor the progress of student learning during a
task or activity
 assess the completed task or activity
 provide feedback to students
 report to parents.

5. H OW CAN RUBRICS BE USED IN
ASSESSMENT FOR LEARNING BY
STUDENTS ?
Students can use rubrics:
 when they plan their work
 during the performance of the task or activity
 at the completion of the task.

6. H OW CAN RUBRICS BE USED IN
ASSESSMENT FOR LEARNING BY
PEERS ?
Students can support each other’s learning using
rubrics. They can:
• assist in the monitoring of
progress during a task
• assess the completed task
• provide feedback.

7. L ET ’ S HAVE A GO AT
DESIGNING
 Imagine you have been served a burger at a local
fast food outlet.
 Think about the presentation (the expected
quality) of a meat patty burger.
 How would you describe a very well presented
burger, a satisfactory burger and one that needs
improvement? (What would be the indicators?)

8. W HAT MIGHT THE INDICATORS
LOOK LIKE ?
NEED IMPROVEMENT
 A burger that ‘needs improvement’ has the meat
patty off centre, pieces are broken off the bun,
fillings are scanty or missing, sauce is oozing out
of the bun and the wrapping does not
completely cover the burger.

9. SATISFACTORY
 A burger whose presentation is of satisfactory
quality has all of the required contents, some
sauce is present and the wrapping covers the
burger.

10. VERY WELL PRESENTED
 A very-well presented burger has the correct
amount of fillings in the same order as the glossy
picture on the wall, the bun is firm and the
fillings don’t slide out, the sauce is in a
appropriate quantity, and the burger is neatly
and tidily wrapped so that it won’t fall apart
when being carried.

11. H OLISTIC AND ANALYTICAL
RUBRICS
Holistic rubrics Analytical rubrics
 Describe levels of  Identify separately each of
performance in terms of the the qualities expected to be
product or performance as a in evidence in the produce or
whole. performance.
 Are most useful when the  Are most useful in formative
‘whole’ is more important assessment.
than the ‘parts’.
 Areoften used in summative
assessment, but may also be
used for formative
assessment.

12. W HY INVOLVE STUDENTS IN
DESIGNING THEIR OWN RUBRICS ?
Students will:
 have a voice in their own assessment
 be partners in learning
 understand the expected qualities and indicators
 understand feedback.

13. H OW CAN STUDENTS BE INVOLVED
IN DESIGNING THEIR OWN
RUBRICS ?
Determining expected qualities
 Students work in small groups.
 Brainstorm several expected qualities.
 Bring together these expected qualities.
 Check that the student-chosen expected qualities
are realistic with reference to the curriculum
framework for the subject and/or level of schooling,
that is, do they match the learning goal/s?
 Use the most favored three or four expected
qualities for the rubric.

14. D ESIGNING RUBRICS (1)
Selecting expected qualities from a
predetermined list
• Include non-negotiable which
reflect outcomes from the
curriculum framework.
• Allow students to choose from
a range of expected qualities.

15. D ESIGNING RUBRICS (2)
Making decisions about performance levels
 How many performance levels should be used?
 What terms should be given to the performance
levels?

16. D ESIGNING RUBRICS (3)
Writing indicators
 Write the indicators for the highest and lowest
performance levels first.
 Avoid using value-laden words such as good,
better and best.
 Describe differences in performance in terms of
quality, frequency, degree and, where relevant,
number.