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A rubric is. . .a type of scoring guide that expresses more than one level
of achievement for one or more criteria. (Brophy,
2000)
A rubric:
- is related to authentic learning in the subject area
- includes subject-specific content
- focuses on subject-specific knowledge or skill
- describes or specifies levels of achievement.
Basic Features of a Rubric:
1) criteria (and descriptors for each criteria)
2) gradations of quality (achievement levels)
General examples from a Sandra Stauffer, ASU,
presentation at the AAAE ITV3 Conference, October 2000, based on Marzona
(2000, p.125)
Information-based topics
4) The student has a complete and detailed understanding of the information
important to the topic.
3) The student has a complete understanding of the information important
to the topic but not in great detail.
2) The student has an incomplete understanding of the topic and/or
misconceptions about some of the information. However, the student maintains
a basic understanding of the topic.
1) The student's understanding of the topic is so incomplete or has
so many misconceptions that the student cannot be said to understand
the topic.
0) No judgement can be made.
Skills -- or process-based topics
4) The student can perform the skill or process important to the topic
with no significant errors and with fluency. Additionally, the student
understands the key features of the skill process.
3) The student can perform the skill or process important to the topic
without making significant errors.
2) The student makes some significant errors when performing the skill
or process important to the topic but still accomplishes a rough approximation
of the skill or process.
1) The student makes so many errors in performing the skill or process
important to the topic that he or she cannot actually perform the skill
or process.
0) No judgement can be made.
How Do You Create Rubrics?
- look at models
- list criteria
- pack and unpack criteria - check for overlaps, choose those that
you wish to emphasize
- articulate levels of quality
- create a draft rubric
- revise the draft
Tips on Designing Rubrics:
- avoid unclear language and unnecessary negative language. Be certain
students know what to do to succeed and what they did wrong and how
they can do better next time.
- think about how to chunk criteria before defining the levels of quality.
You might use the "Yes," "Yes but," No but," and "No" for ways to think
about levels of quality. (Based on
articles by Heidi Goodrich Andrade and the "High School Student Guide
to AIMS")
What To Do Once You've Created Rubrics:
Teach the students to look at their work to see where and when they have
matched their work to the criteria and quality level in the rubric. Teach
students to evaluate their peers. Perhaps have them sign-off on their critique
so they are responsible for what they've said. "Peer review can yield a
profound result: the beginning of a truly professional relationship with
colleagues" (Grant Wiggins, Ed. Leadership,
J 97).
Examples: 1) Book Talk Rubric, created by teacher and second grade class;
Book Talk Rubric
|
Criteria |
Quality |
| Did I get my audiences attention? |
Creative beginning |
Boring beginning |
No beginning |
| Did I tell what kind of book? |
Tells exactly what type of book it is |
Not sure, not clear |
Didn't mention it |
| Did I tell something about the main character? |
Included facts about character |
Slid over character |
Did not tell anything about main character |
| Did I mention the setting? |
Tells when and where story took place |
Not sure, not clear |
Didn't mention setting |
| Did I tell one interesting part? |
Made it sound interesting - I want to buy
it! |
Told part and skipped onto something else |
Forgot to do it |
| Did I tell who might like the book? |
Did tell |
Skipped over it |
Forgot to tell |
| How did I look? |
Hair combed, neat, clean clothes, smiled, looked
up, happy |
Lazy look |
Just-got-out-of-bed look, head down |
| How did I sound? |
Clear, strong, cheerful voice |
No expression in voice |
Difficult to understand- 6-inch voice or screeching |
2) Rubric for an Invention Report, an example from Perkins et al. 1994
for verbal, written, or graphic reports on students inventions
Rubric for an Invention Report
| Criteria |
Quality |
| Purposes |
The report explains
the key purposes of the invention and points out less obvious ones
as well |
The report explains all the key
purposes of the invention. |
The report explains some of the
purposes of the invention, but misses key purposes. |
The report does not refer to the
purposes of the invention. |
| Features |
The report details
both key and hidden features of the invention and explains how they
serve several purposes. |
The report details the key features
of the invention and explains the purposes they serve. |
The report neglects some features
of the invention or the purposes they serve. |
The report does not detail the
features of the invention or the purposes they serve. |
| Critique |
The report discusses
the strengths and weaknesses of the invention and suggests ways in
which it can be improved. |
The report discusses the strengths
and weaknesses of the invention. |
The report discusses either the
strengths or weaknesses of the invention but not both. |
The report does not mention the
strengths or the weaknesses of the invention. |
| Connections |
The report makes appropriate
connections between the purposes and features of the invention and
many different kinds of phenomena. |
The report makes appropriate connections
between the purposes and features of the invention and one or two
phenomena. |
The report makes unclear or inappropriate
connections between the invention and other phenomena. |
The report makes no connections
between the invention and other things. |
  
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