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What is a rubric and how does a teacher use one? What issues need to be consideredwhen creating your own rubric?

Bobby McLeod

on 13 October 2015

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Transcript of Rubrics

A rubric is a very effective tool for providing valuable feedback to the learner.
A rubric is also a tool that can provide a basis for self-evaluation, reflection, and peer review.
A rubric is a set of criteria and standards typically linked to learning objectives, that is used to assess or communicate about product, performance, or process tasks.
A rubric is an assessment tool for communicating expectations of quality.
Dimensions not targeted are not seen.
Is your marking weighing you down?
Does it make you want to pull your hair out? (Me - 5 years ago)
Is your Principal unhappy with the subjective nature of your assessments?
Are your students confused and suffering from the "lack-of-feeback" syndrome?
...... raise your expectations of quality?
Do you want to...
... enhance self-assessments?
...improve communication between assessor and assessee?
You CAN turn grading on it's head with ...
What is a Rubric?
improves communication between assessor and assessee.
Benefits of using a Rubric
supports student self-assessment, self-reflection, and peer-assessment (as it promotes student awareness of the criteria to use in assessing peer performance)
A Rubric is a type of authentic assessment.
A Rubric is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
allows assessment to be more objective and consistent
focuses the teacher to clarify his/her criteria in specific terms (better direction)
improves quality as it clearly shows the student how their work will be evaluated and what is expected.
provides useful feedback regarding the effectiveness of the instruction
because the criteria are public, a rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective.
Components of a Rubric
Place an "X" on the appropriate box while grading
Total the scores for each column.
Steps to creating and using a rubric
If you are new to Rubrics, you might want to make and test a few before you involve your students. However, if you want to derive maximum benefit from all the areas the concept promotes, then you need to involve your students from step one!
1. Look at models
Choose an example of work you feel is of a high standard that students should strive for, and one example of work that is not up to scratch.

Compare the two pieces of work and identify the characteristics that make the good one good and the bad one bad. (you could use more than one example of each)
2. List the criteria to be used in the rubric
After comparing the examples, allow for discussion of what counts as quality work, and from the discussion, make a list of criteria the Rubric should include.
3. Articulate gradations of quality
Describe the best and worst levels of quality, then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work.

Ensure that levels of gradation (hierarchical categories) concisely describe the quality expected.

Avoid giving the lowest level a negative description e.g. "Below the standard", "Not good enough".

Again, keep the language clear and understandable. Be consisten t with the "stems" throughout the levels where possible.
4. Practice on models
Have the students test the Rubric on sample assignments that you as teacher provide.

This practice will give the students a good idea of how their own assignements will be scored by you.

This exercise will give the student confidence in the Rubric, that it works and is in fact reliable.
5. Use self- and peer-assessment
Give the students an assignement and as they work, stop them from time to time and have them do self- and peer-assessment. You will need to guide this process initially, but once the students have done it a few times and are used to the Rubric, they should be able to do it unassisted.
6. Revision based on feedback
Allow the students to do revision on their work based on their self- and peer-assessment feedback from step 5.
7. Teacher assessment
Now, with the same Rubric the students used, assess their work yourslef.
saves time in the long run
Rubrics and Phases of Assessment
According to R. Sabetiashraf, rubrics serve a different role in different phases of assessment:
Pre-assessment phase:

During the pre-assessment phase, rubrics are used to clarify expectations and grading methods with learners. As a result, learners can perform a self-assessment prior to submission of their work.
During-the-assessment phase:

During the assessment, rubrics help evaluators to remain focused on the preset standards of excellence and objectively assess the learner.
Post-assessment phase:

During the post-assessment phase learners are given a scored rubric with clear explanation of their grade. They are made aware of their weaknesses and strengths. In this way, the rubric forms vital feedback for the learner.
8. Learner feedback
After grading the assignement (which should be done in a timely manner), return the assignment with rubrics attached to the learner to be used as feedback. Not only does it fulfill the component of feedback, but it also completes the "assessment FOR learning" the learner can experience through this exercise.
Be consistent with the use of the "stem" when describing the levels of quality. i.e. Every major point.... Every point...
Also with the use of numbers and other descriptors like time words...
Is a rubric easy to do?
Does it take a lot of time?
Should that stop you from using one?
Abolutely NOT!
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