Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.

1. RUBRICS FOR EDUCATIONAL
ASSESSMENT
DR.SHAZIA ZAMIR

2. • What Is Rubric?
• What are the parts of rubric which makes it?
• Difference between Holistic and Analytic Rubric.

3. At the end of this session the
participants will be able to:
•define the meaning of Rubric
•explain the need for Rubric
•discuss different elements and types
of Rubric.
•obtain skills in designing Rubrics

4. Education
• True education is beyond earning degrees it is more than bookish
knowledge. Education means inculcating moral values, positive
thinking, attitude of helping, attitude of giving to society and ethical
values these kind of students are only able to bring changes in
society.
• Education raises people's productivity and creativity and promotes
entrepreneurship and technological advances.
• Education of an individual is defined as a process that results into
total overall development of an individual.

5. Educational assessment is a qualitative and quantitative
process of documenting students' knowledge, skills and
attitude which is done to improve student learning or
programs of student learning in light of pre determined
objectives.
Educational Assessment

6. Tools and Techniques of
Educational Assessment
Observation
Assignment
Interview
Project
Debate
Examination
----------------
Portfolio
Checklist
Rating Scale
Rubrics
Questionnaires
-----------------

7. Objectives & Rubrics
• Learning objectives {Objectives are 'SMART' if they are specific, measurable,
achievable, realistic (or relevant) and time-bound}.--------Instructional
activities-------Assessment
• Objectives of a lesson or topics help in setting rubrics.
• Whatever is needed as objectives, must be reflected in the grid of rubrics.

8. Learning Objectives
In education, learning objectives are brief statements that describe
what students will be expected to learn by the end of academic year,
course, unit, lesson, project or class period.
Cognitive: having to do with knowledge and intellectual skills
Affective: having to do with feelings and attitudes.
Psychomotor: having to do with physical motor skills
Example:
Students will be able to understand the laws of learning.
Students will be able to to give examples of real life applications of
laws of learning they have learned.

9. Learning Outcomes
• Learning outcomes are statements that describe the knowledge or
skills students should acquire by the end of a particular assignment,
class, course or program and help students understand why that
knowledge and those skills will be useful to them.

10. What is a Rubric?
Rubric is a scoring guide
Rubric is "a scoring guide used to evaluate the quality
of students' constructed responses". Put simply, it is a
set of criteria for grading assignments.
Rubric is an assessment tool used to:-
• measure students’ work.
• save grading time
• improve student feedback
• promote students self learning
Rubric has a set of clear expectations or criteria with
all level score points described and defined.

11. How does it look?
1 2 3 4
Name of Planets student enlists three
names of planets
orally
Student enlists 3
names of planets
orally and written
student is able to
enlist 6 names of
planets orally and
written
students is able to
enlist all names of
planets orally and
written
Objective: By the end of this task students will be able to enlist
the name of planets.
Assessment: Enlist the planets
Criteria
Descriptors/Indicators
Performance Levels

12. Criteria Performance Level Descriptors/Indicators
Anything that
will be assessed
Suitable
(Grade/Learner)
Measureable
A.B.C,D
1,2,3,4
Beginning to Excellent
1orD:Satisfactory/Initial/Poor
2 or C:Fine/Emerging
3 or B:Good/Near
4 or A:Excellent

13. Types of Rubrics
What is a holistic rubric and analytic rubrics?
• Analytic Rubrics - Two-dimensional rubrics with levels of achievement as
columns and assessment criteria as rows.
• Holistic Rubrics - Single criterion rubrics (one-dimensional) used to assess
participants' overall achievement on predefined achievement levels.

14. Example for a Analytic/Holistic Rubric
Outcome:
Demonstrate the ability to show understanding of
foreground, middle ground and background, atmospheric
perspective ,sizing and overlapping.

19. Show your rating scale beginning on the left with the highest. On the
chart below, the highest level of performance is described on the left. A
few possible labels for a four-point scale include:
4 3 2 1
Exemplary Excellent Acceptable Unacceptable
Exceeds expectations Meets expectations Progressing Not there yet
Superior Good Fair Needs work
Excellent Good Needs Improvement Unacceptable
Sophisticated Highly Competent Fairly Competent Not Yet Competent

20. Listening Skills Rubric
1
Excellent at identifying the main idea, general, and specific information.
Accurately infers implied information. No problems at recognizing vocabulary
and expressions.
2
Good at identifying the main idea, general, and specific information. Shows good
ability to infer implied information. Almost no problems at recognizing
vocabulary and expressions.
3
4
Unable to identify the main idea, general, and specific information. Fails to
infer information. Many problems at recognizing vocabulary and expressions.

21. Speaking Skills Rubric
Excellent
Very Good
Satisfactory verbal communication. Limited number of errors of grammar, lexis
or pronunciation. Occasional self- corrections. Little difficulty in understanding.
Fair
Understanding very limited, although communication on everyday topics is
possible. Many errors of phonology grammar and lexis.
Unsatisfactory
Extreme difficulty in communication in any subject. Failure to understand
adequately and to make him/herself understood.

22. Reading Skills Rubric
4
Demonstrates a very good understanding of the text and
its relationships. Very good at identifying main ideas,
supporting details and specific information. Almost no
problems in understanding inferences. Little or no
difficulty in recognizing vocabulary and structure.
3
Satisfactory understanding of the text and its relationships.
Good at identifying main ideas, supporting details and
specific information. Few problems in understanding
inferences Little difficulty in recognizing vocabulary and
structure.
2
Fair understanding of the text and its relationships. Still able
to identify some main ideas, supporting details and specific
information. Difficulty in recognizing vocabulary and
structure.
1
Fails to understand the text and its relationships. Unable to
identify main ideas, supporting details and specific
information. Many difficulties in recognizing vocabulary and
structure.

23. Writing Skills Rubric
A
All content points elaborated. Fully coherent text. Cohesive
on both sentence and paragraph level. Wide range of
structures and vocabulary. Relevant to content. Few
inaccuracies that do not disrupt communication
B
Most content points elaborated. Good sentence and
paragraph level cohesion and coherence. Good range of
structures and vocabulary. Overall relevant to content.
Occasional inaccuracies that do not disrupt communication
C
Some content points elaborated. Frequent lack of paragraph
level cohesion and coherence. Occasionally relevant to
content. Limited range of structures and vocabulary.
Frequent inaccuracies that disrupt communication
D

24. Vocabulary Skills Rubric
A
Complete knowledge of vocabulary. Excellent at identifying word
meaning. No spelling problems.
B
Good vocabulary knowledge. Good at identifying word
meaning. No problems with spelling.
C
Still acceptable vocabulary knowledge. Still able to identify word
meaning. Some spelling problems without fully interfering
understanding.
D Lack of vocabulary knowledge. Misspelled words. Unable to
identify word meaning.

25. SCORING RUBRIC FOR CLASS PARTICIPATION
4 3 2 1
Attendance
/Promptnes
s
Student is always prompt and
regularly attends classes.
Student is late to class
once every two weeks
and regularly attends
Student is late to class
more than once every two
weeks and regularly
Student is late to class
more than once a week
and/or has poor
classes. attends classes. attendance of classes.
Level Of
Engagement
In Class
Student proactively contributes to
class by offering ideas and asking
questions more than once class
Student proactively
contributes to class by
offering ideas and asking
questions once per
class.
Student rarely contributes to
class by offering ideas and
asking questions.
Student never
contributes to class by
offering ideas and asking
questions.
Listening Skills Student listens when others talk, both
in groups and in class. Student
incorporates or builds off of the
ideas of others.
Student listens when
others talk, both in
groups and in class.
Student does not listen
when others talk, both in
groups and in class.
Student does not listen
when others talk, both in
groups and in class.
Student often interrupts
when others speak.
Behavior Student almost never displays
disruptive behavior during class.
Student rarely displays
disruptive behavior during
class.
Student occasionally
displays disruptive
behavior during class.
Student almost always
displays disruptive
behavior during class.
Preparation Student is almost always
prepared for
Student is usually
prepared for class with
Student is rarely
prepared for class with
Student is almost never
prepared for class with
class with assignments assignments and assignments and required assignments and
and required class required class class materials. required class materials.
materials. materials.

26. Benefits of a Rubric
• Rubrics improve student performance by clearly showing the student how
their work will be evaluated and what is expected.
• Rubrics help student become better judges of the quality of their own work
• Rubrics promote student awareness about the criteria to use in assessing
peer performance.
• Rubrics force the teacher to clarify his/her criteria in specific terms.
• Rubrics provide useful feedback to the teacher regarding the effectiveness
of the instruction.
• Rubrics reduce the amount of time teachers spend evaluating student
work.
• Rubrics allow assessment to be more objective
• Rubrics help instructors and students focus on what is valued in a subject,
topic or activity.

27. Rubrics Template
Criteria 4 = Exceptional 3 = Proficient 2 = Adequate
1 = not
satisfactory
Points
Criteria 1 Include description
Include
description
Include
description
Include description
Criteria 2 Include description
Include
description
Include
description
Include description
Criteria 3 Include description
Include
description
Include
description
Include description
Criteria 4 Include description
Include
description
Include
description
Include description
Criteria 5 Include description
Include
description
Include
description
Include description

28. Rubric Template 2
Basic Rubric Template
Meets or Exceeds
Expectations
3
Approaching
Expectations
2
Does not meet
expectations
1
Score
Objective 1
Objective 2
Objective 3