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RubricsNicole Lobello / SMP Engl Dept
Tuesday, July 7, 15
What are Rubrics
• Rubrics	
  =	
  a	
  guide	
  lis,ng	
  specific,	
  coherent	
  criteria	
  (including	
  
descrip,ons	
  of	
  levels	
  of	
  performance	
  quality)	
  for	
  grading/
scoring	
  academic	
  papers,	
  projects,	
  or	
  tests
• The	
  genius	
  of	
  rubrics	
  is	
  that	
  they	
  are	
  descrip,ve	
  and	
  not	
  
evalua,ve.	
  Of	
  course,	
  rubrics	
  can	
  be	
  used	
  to	
  evaluate,	
  but	
  
the	
  opera,ng	
  principle	
  is	
  you	
  match	
  the	
  performance	
  to	
  the	
  
descrip,on	
  rather	
  than	
  "judge"	
  it.	
  Thus	
  rubrics	
  are	
  as	
  good	
  
or	
  bad	
  as	
  the	
  criteria	
  selected	
  and	
  the	
  descrip,ons	
  of	
  the	
  
levels	
  of	
  performance	
  under	
  each.
Tuesday, July 7, 15
When to use Rubrics
The main purpose of
rubrics is to assess
PERFORMANCE
No,ce	
  that	
  the	
  performances	
  themselves	
  are	
  not	
  learning	
  
outcomes.	
  They	
  are	
  indicators	
  of	
  learning	
  outcomes.	
  Except	
  in	
  
unusual	
  cases,	
  any	
  one	
  performance	
  is	
  just	
  a	
  sample	
  of	
  all	
  the	
  
possible	
  performances	
  that	
  would	
  indicate	
  an	
  intended	
  learning	
  
outcome.
About	
  the	
  only	
  kinds	
  of	
  schoolwork	
  that	
  do	
  not	
  func,on	
  well	
  
with	
  rubrics	
  are	
  ques,ons	
  with	
  right	
  or	
  wrong	
  answers.
Rubrics	
  give	
  structure	
  to	
  observa,ons.	
  Matching	
  your	
  
observa,ons	
  of	
  a	
  student's	
  work	
  to	
  the	
  descrip,ons	
  in	
  the	
  
rubric	
  averts	
  the	
  rush	
  to	
  judgment	
  that	
  can	
  occur	
  in	
  classroom	
  
evalua,on	
  situa,ons.	
  Instead	
  of	
  judging	
  the	
  performance,	
  the	
  
rubric	
  describes	
  the	
  performance.	
  The	
  resul,ng	
  judgment	
  of	
  
quality	
  based	
  on	
  a	
  rubric	
  therefore	
  also	
  contains	
  within	
  it	
  a	
  
descrip,on	
  of	
  performance	
  that	
  can	
  be	
  used	
  for	
  feedback	
  and	
  
teaching.	
  This	
  is	
  different	
  from	
  a	
  judgment	
  of	
  quality	
  from	
  a	
  
score	
  or	
  a	
  grade	
  arrived	
  at	
  without	
  a	
  rubric.	
  Judgments	
  without	
  
descrip,ons	
  stop	
  the	
  ac,on	
  in	
  a	
  classroom.
Tuesday, July 7, 15
Why use Rubrics
• To	
  write	
  or	
  select	
  rubrics,	
  teachers	
  need	
  to	
  focus	
  on	
  the	
  criteria	
  by	
  which	
  learning	
  will	
  be	
  
assessed.	
  This	
  focus	
  on	
  what	
  you	
  intend	
  students	
  to	
  learn	
  rather	
  than	
  what	
  you	
  intend	
  to	
  
teach	
  actually	
  helps	
  improve	
  instruc,on.	
  The	
  common	
  approach	
  of	
  "teaching	
  things,"	
  as	
  in	
  
"I	
  taught	
  the	
  American	
  Revolu,on"	
  or	
  "I	
  taught	
  factoring	
  quadra,c	
  equa,ons,"	
  is	
  clear	
  on	
  
content	
  but	
  not	
  so	
  clear	
  on	
  outcomes.	
  Without	
  clarity	
  on	
  outcomes,	
  it's	
  hard	
  to	
  know	
  how	
  
much	
  of	
  various	
  aspects	
  of	
  the	
  content	
  to	
  teach.	
  Rubrics	
  help	
  with	
  clarity	
  of	
  both	
  content	
  
and	
  outcomes.
• Really	
  good	
  rubrics	
  help	
  teachers	
  avoid	
  confusing	
  the	
  task	
  or	
  ac,vity	
  with	
  the	
  learning	
  goal,	
  
and	
  therefore	
  confusing	
  comple,on	
  of	
  the	
  task	
  with	
  learning.	
  Rubrics	
  help	
  keep	
  teachers	
  
focused	
  on	
  criteria,	
  not	
  tasks.	
  I	
  have	
  already	
  discussed	
  this	
  point	
  in	
  the	
  sec,on	
  about	
  
selec,ng	
  criteria.	
  Focusing	
  rubrics	
  on	
  learning	
  and	
  not	
  on	
  tasks	
  is	
  the	
  most	
  important	
  
concept	
  in	
  this	
  book.	
  I	
  will	
  return	
  to	
  it	
  over	
  and	
  over.	
  It	
  seems	
  to	
  be	
  a	
  difficult	
  concept—or	
  
probably	
  a	
  more	
  accurate	
  statement	
  is	
  that	
  focusing	
  on	
  tasks	
  is	
  so	
  easy	
  and	
  so	
  seduc,ve	
  
that	
  it	
  becomes	
  the	
  path	
  many	
  busy	
  teachers	
  take.	
  Penny-­‐wise	
  and	
  pound-­‐foolish,	
  such	
  an	
  
approach	
  saves	
  ,me	
  in	
  the	
  short	
  run	
  by	
  sacrificing	
  learning	
  in	
  the	
  long	
  run.
Rubrics Help Teachers Teach
Tuesday, July 7, 15
Why use Rubrics
Most	
  rubrics	
  should	
  be	
  designed	
  for	
  repeated	
  use,	
  over	
  ,me,	
  on	
  several	
  tasks.	
  Students	
  are	
  
given	
  a	
  rubric	
  at	
  the	
  beginning	
  of	
  a	
  unit	
  of	
  instruc,on	
  or	
  an	
  episode	
  of	
  work.	
  They	
  tackle	
  the	
  
work,	
  receive	
  feedback,	
  prac,ce,	
  revise	
  or	
  do	
  another	
  task,	
  con,nue	
  to	
  prac,ce,	
  and	
  ul,mately	
  
receive	
  a	
  grade—all	
  using	
  the	
  same	
  rubric	
  as	
  their	
  descrip,on	
  of	
  the	
  criteria	
  and	
  the	
  quality	
  
levels	
  that	
  will	
  demonstrate	
  learning.	
  This	
  path	
  to	
  learning	
  is	
  much	
  more	
  cohesive	
  than	
  a	
  string	
  
of	
  assignments	
  with	
  related	
  but	
  different	
  criteria.
Rubrics Help Coordinate
Instruction & Assessment
Tuesday, July 7, 15
Why use Rubrics
The criteria and performance-level descriptions in rubrics help students understand
what the desired performance is and what it looks like. Effective rubrics show students
how they will know to what extent their performance passes muster on each criterion of
importance, and if used formatively can also show students what their next steps
should be to enhance the quality of their performance. This claim is backed by
research at all grade levels and in different disciplines.
Rubrics Help Students Learn
Tuesday, July 7, 15
Assessments
Tuesday, July 7, 15
types of Rubrics
Tuesday, July 7, 15
Assessments
Use	
  a	
  HOLISTIC	
  rubric	
  
➡	
  to	
  get	
  a	
  quick	
  snapshot	
  of	
  achievement
➡	
  to	
  assess	
  an	
  overall	
  dimension	
  of	
  quality	
  of	
  work
Use	
  an	
  ANALYTIC	
  rubric
➡	
  to	
  see	
  rela,ve	
  strengths	
  and	
  weaknesses
➡	
  to	
  provide	
  detailed	
  feedback
➡	
  to	
  assess	
  complex	
  skills/performance
➡	
  to	
  have	
  students	
  self-­‐assess	
  understanding/performance	
  
Use	
  a	
  GENERAL	
  rubric
➡	
  	
  to	
  assess	
  overall	
  reasoning,	
  skills,	
  or	
  product
➡	
  	
  if	
  all	
  students	
  are	
  not	
  doing	
  same	
  task
Use	
  TASK-­‐SPECIFIC	
  rubric
➡	
  	
  to	
  assess	
  specific	
  knowledge
➡	
  	
  if	
  consistency	
  of	
  scoring	
  is	
  requirement
Tuesday, July 7, 15
Example of Rubric
AP
Literature
Rubric
(used to assess
AP test essays)
GENERAL
HOLISTIC
SUMMATIVE
Tuesday, July 7, 15
Example of Rubric
AP
Literature
Rubric
(used to
assess
AP class
essay)
GENERAL
ANALYTIC
FORMATIVE
Tuesday, July 7, 15
Student Rubrics
Tuesday, July 7, 15
• Rubistar	
  -­‐-­‐	
  hXp://rubistar.4teachers.org/index.php
• U	
  Wisconsin	
  -­‐-­‐	
  hXp://www.uwstout.edu/soe/profdev/rubrics.cfm
• Rubric	
  “How	
  To”	
  1-­‐-­‐	
  hXp://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm
• Rubric	
  “How	
  To”	
  2	
  -­‐-­‐	
  hXp://pareonline.net/getvn.asp?v=7&n=25
• Assessment	
  Commons	
  -­‐-­‐	
  hXp://assessmentcommons.org
• NILOA	
  -­‐-­‐	
  hXp://www.learningoutcomeassessment.org
Rubric Resources
Rubrics are
only as good
as their
criteria
Tuesday, July 7, 15

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Rubrics pdf

  • 1. RubricsNicole Lobello / SMP Engl Dept Tuesday, July 7, 15
  • 2. What are Rubrics • Rubrics  =  a  guide  lis,ng  specific,  coherent  criteria  (including   descrip,ons  of  levels  of  performance  quality)  for  grading/ scoring  academic  papers,  projects,  or  tests • The  genius  of  rubrics  is  that  they  are  descrip,ve  and  not   evalua,ve.  Of  course,  rubrics  can  be  used  to  evaluate,  but   the  opera,ng  principle  is  you  match  the  performance  to  the   descrip,on  rather  than  "judge"  it.  Thus  rubrics  are  as  good   or  bad  as  the  criteria  selected  and  the  descrip,ons  of  the   levels  of  performance  under  each. Tuesday, July 7, 15
  • 3. When to use Rubrics The main purpose of rubrics is to assess PERFORMANCE No,ce  that  the  performances  themselves  are  not  learning   outcomes.  They  are  indicators  of  learning  outcomes.  Except  in   unusual  cases,  any  one  performance  is  just  a  sample  of  all  the   possible  performances  that  would  indicate  an  intended  learning   outcome. About  the  only  kinds  of  schoolwork  that  do  not  func,on  well   with  rubrics  are  ques,ons  with  right  or  wrong  answers. Rubrics  give  structure  to  observa,ons.  Matching  your   observa,ons  of  a  student's  work  to  the  descrip,ons  in  the   rubric  averts  the  rush  to  judgment  that  can  occur  in  classroom   evalua,on  situa,ons.  Instead  of  judging  the  performance,  the   rubric  describes  the  performance.  The  resul,ng  judgment  of   quality  based  on  a  rubric  therefore  also  contains  within  it  a   descrip,on  of  performance  that  can  be  used  for  feedback  and   teaching.  This  is  different  from  a  judgment  of  quality  from  a   score  or  a  grade  arrived  at  without  a  rubric.  Judgments  without   descrip,ons  stop  the  ac,on  in  a  classroom. Tuesday, July 7, 15
  • 4. Why use Rubrics • To  write  or  select  rubrics,  teachers  need  to  focus  on  the  criteria  by  which  learning  will  be   assessed.  This  focus  on  what  you  intend  students  to  learn  rather  than  what  you  intend  to   teach  actually  helps  improve  instruc,on.  The  common  approach  of  "teaching  things,"  as  in   "I  taught  the  American  Revolu,on"  or  "I  taught  factoring  quadra,c  equa,ons,"  is  clear  on   content  but  not  so  clear  on  outcomes.  Without  clarity  on  outcomes,  it's  hard  to  know  how   much  of  various  aspects  of  the  content  to  teach.  Rubrics  help  with  clarity  of  both  content   and  outcomes. • Really  good  rubrics  help  teachers  avoid  confusing  the  task  or  ac,vity  with  the  learning  goal,   and  therefore  confusing  comple,on  of  the  task  with  learning.  Rubrics  help  keep  teachers   focused  on  criteria,  not  tasks.  I  have  already  discussed  this  point  in  the  sec,on  about   selec,ng  criteria.  Focusing  rubrics  on  learning  and  not  on  tasks  is  the  most  important   concept  in  this  book.  I  will  return  to  it  over  and  over.  It  seems  to  be  a  difficult  concept—or   probably  a  more  accurate  statement  is  that  focusing  on  tasks  is  so  easy  and  so  seduc,ve   that  it  becomes  the  path  many  busy  teachers  take.  Penny-­‐wise  and  pound-­‐foolish,  such  an   approach  saves  ,me  in  the  short  run  by  sacrificing  learning  in  the  long  run. Rubrics Help Teachers Teach Tuesday, July 7, 15
  • 5. Why use Rubrics Most  rubrics  should  be  designed  for  repeated  use,  over  ,me,  on  several  tasks.  Students  are   given  a  rubric  at  the  beginning  of  a  unit  of  instruc,on  or  an  episode  of  work.  They  tackle  the   work,  receive  feedback,  prac,ce,  revise  or  do  another  task,  con,nue  to  prac,ce,  and  ul,mately   receive  a  grade—all  using  the  same  rubric  as  their  descrip,on  of  the  criteria  and  the  quality   levels  that  will  demonstrate  learning.  This  path  to  learning  is  much  more  cohesive  than  a  string   of  assignments  with  related  but  different  criteria. Rubrics Help Coordinate Instruction & Assessment Tuesday, July 7, 15
  • 6. Why use Rubrics The criteria and performance-level descriptions in rubrics help students understand what the desired performance is and what it looks like. Effective rubrics show students how they will know to what extent their performance passes muster on each criterion of importance, and if used formatively can also show students what their next steps should be to enhance the quality of their performance. This claim is backed by research at all grade levels and in different disciplines. Rubrics Help Students Learn Tuesday, July 7, 15
  • 9. Assessments Use  a  HOLISTIC  rubric   ➡  to  get  a  quick  snapshot  of  achievement ➡  to  assess  an  overall  dimension  of  quality  of  work Use  an  ANALYTIC  rubric ➡  to  see  rela,ve  strengths  and  weaknesses ➡  to  provide  detailed  feedback ➡  to  assess  complex  skills/performance ➡  to  have  students  self-­‐assess  understanding/performance   Use  a  GENERAL  rubric ➡    to  assess  overall  reasoning,  skills,  or  product ➡    if  all  students  are  not  doing  same  task Use  TASK-­‐SPECIFIC  rubric ➡    to  assess  specific  knowledge ➡    if  consistency  of  scoring  is  requirement Tuesday, July 7, 15
  • 10. Example of Rubric AP Literature Rubric (used to assess AP test essays) GENERAL HOLISTIC SUMMATIVE Tuesday, July 7, 15
  • 11. Example of Rubric AP Literature Rubric (used to assess AP class essay) GENERAL ANALYTIC FORMATIVE Tuesday, July 7, 15
  • 13. • Rubistar  -­‐-­‐  hXp://rubistar.4teachers.org/index.php • U  Wisconsin  -­‐-­‐  hXp://www.uwstout.edu/soe/profdev/rubrics.cfm • Rubric  “How  To”  1-­‐-­‐  hXp://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm • Rubric  “How  To”  2  -­‐-­‐  hXp://pareonline.net/getvn.asp?v=7&n=25 • Assessment  Commons  -­‐-­‐  hXp://assessmentcommons.org • NILOA  -­‐-­‐  hXp://www.learningoutcomeassessment.org Rubric Resources Rubrics are only as good as their criteria Tuesday, July 7, 15