Rubrics - Academics

Transcription

Rubrics - Academics

Rubrics:
When? Why? How?
Connecting the Pieces
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PRODUCED BY:
Saskatchewan Professional
Development Unit
Acknowledgements
I would like to thank the following people for their assistance and guidance in the planning and
production of this document:
• Jane Macleod, Saskatchewan Professional Development Unit
• Assessment and Evaluation Unit, Saskatchewan Learning
Writer/Developer, Cheryl Erlandson, Saskatchewan Professional Development Unit
Design/Layout: Desktop Publishing Department, Saskatchewan Teachers’ Federation
Table of Contents
Introduction
....................................................................2
What Are Rubrics?
..............................................................3
Holistic Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Analytical Rubric for Data Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Why Use Rubrics?
..............................................................7
How Could I Use Rubrics?
.....................................................9
Where Can I Find Rubrics?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
How Do I Develop A Rubric?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Rubric Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Sample Rubrics
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Persuasive Writing Rubrics
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Collaborative Work Skills Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
How Do I Use Rubrics In Grading?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Problem Solving Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Unweighted Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Weighted Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Reference List
Rubrics: When? Why? How?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
1
Introduction
This document has been written in response to teacher interest in gaining increased understanding of
the use of a variety of assessment methods. Connecting the Pieces encompasses a series of three
documents focused on assisting teachers in developing a repertoire of skills in authentic assessment:
Performance Assessments: A Wealth of Opportunities; Portfolios: More Than Just a File Folder; and Rubrics:
When? Why? How?
Each of the documents in the series is designed to present literature based information on the
assessment method, provide a framework for assisting teachers in putting the topic into practice, and
provide teachers with concrete examples of the method under discussion.
Throughout the document, teachers are invited to clarify their understandings and connect the ideas
presented to their own practice. These opportunities are indicated by the puzzle piece graphic.
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Rubric
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Perf Tasks
What Are Rubrics?
From the perspective of student assessment and evaluation, a rubric is simply a scoring guide for
evaluating student work. A rubric lists the important criteria on which a product or a performance will
be judged and specifies the levels of quality for each of those criteria. As the educational community has
become increasingly interested in the use of assessment to support the learning process, rubrics have
become instrumental in informing students about “what counts” in completing a particular task. Rubrics
clarify learning goals and outcomes for students and support them in making choices and decisions with
respect to improving the quality of their work (Andrade, 2000; Montgomery, 2000; Jamison, 1999;
Popham, 1997).
Whenever students are asked to demonstrate their ability to carry out a particular skill or to create a
certain product, teachers have expectations of quality they use to assess that work. In some cases, these
expectations are shared with the students, but at times, students are not clear on exactly what is expected
of them. Rubrics make explicit to students, teachers and parents the criteria on which products and
performances will be judged. Rubrics can provide a framework for teachers to evaluate the complex
skills, products, and performances integral to the Core Curriculum in Saskatchewan.
Rubrics are criterion-referenced tools. That is, they are used to evaluate student performance against a
standard of mastery, not just to compare students. When the criteria are accurately delineated, a rubric
has the capability of providing a fair, reliable, and valid method of measurement. Of course, the
reliability and validity of the tool depends very much on how well the rubric developer was able to
identify the important criteria and then differentiate between the levels of performance that could be
expected from a particular group of students along those criteria.
There are two types of rubrics—holistic and analytical. A holistic rubric (see p.4) provides a guide to
scoring a product or performance on the basis of the overall impression it creates and the effectiveness of
the work as a whole. An analytical rubric (see p.5) breaks down a product or performance into its
essential features and then describes levels of performance relative to each of those features or criteria.
The power of the analytical rubric is that it provides detailed information to students, teachers and
parents on individual student strengths and areas for improvement.
Whether holistic or analytical, rubrics should:
• contain the essential criteria (traits, qualities, descriptors) by which a product or a
performance is judged.
• describe clearly observable features of the product or performance that focus, as much as
possible, on what the student response demonstrates, rather than what is missing.
• use descriptive rather than comparative language to make distinctions.
• clearly differentiate levels of performance with each level containing parallel criteria or
descriptions.
• be based on a wide range of exemplars or work samples so that all potential products or
performances, for a particular group of students, would fit within the rubric.
• focus on the purpose and impact of the work in addition to content and appearance.
(Volk, 2002; McTighe & Wiggins, 1998)
3
Sample Holistic Writing Rubric
5/5
Ideas are insightful and well considered. This writing has a strong central focus and is well
organized. The organizational pattern is interesting, perhaps original, and provides the piece with
an introduction which hooks the reader and carries the piece through to a satisfying conclusion.
The writer has chosen appropriate details and established a definite point of view. Sentences are
clear and varied. Word choices are vivid. The writer’s voice and tone consistently sustain the
reader’s interest. If there are errors in mechanics, they are the result of the student taking a risk
with more complex or original aspects of writing.
4/5
Ideas are thoughtful and clear. This writing has a clear and recognizable focus. A standard
organizational pattern is used, with clear introduction, transitions, and conclusion. A point of
view is established and a sense of audience is clear. The writer has used appropriate details, clear
and correct sentence structures, and specific word choices. The writer’s voice and tone maintain
the reader’s interest. The few errors in mechanics do not impede communication or annoy the
reader unduly.
3/5
Ideas are straightforward and clear. This piece of writing has a recognizable focus, though there
may be superfluous information provided. The organizational pattern used is clear and includes a
basic introduction and conclusion though it may be formulaic or repetitive. The point of view is
clear and consistent. The word choices and sentence structures are clear but not imaginative.
The writer’s voice and tone establish, but may not maintain, the reader’s interest. The mechanics
show less effort and attention to proofreading than needed.
2/5
Ideas are limited and overgeneralized but discernible. This piece of writing has an inconsistent or
meandering focus. It is underdeveloped and lacks clear organization. Incorrect or missing
transitions make it difficult to follow. There may be an introduction without a conclusion, or the
reverse, a conclusion with no introduction. The point of view is unclear and there are frequent
shifts in tense and person. The writer exhibits superficial and/or minimal awareness of the reader.
Mechanical errors interfere with the reader’s understanding and pleasure.
1/5
Ideas are elementary and may not be clear. This piece of writing lacks focus and coherence. The
organizational pattern and development of the topic are confusing. Point of view may shift in a
confusing way. Mechanical errors are abundant and interfere with understanding. The piece must
be read several times to make sense of it. Awareness of the reader is not apparent.
(From Saskatchewan Learning (1998), English Language Arts 20: A Curriculum Guide for the Secondary
Level).
4
Analytical Rubric for Data Management
Criteria
Displaying
and
Organizing
Summarizing
and
Interpreting
Mechanics
4
3
2
1
Labels and Titles
Graph is titled
appropriately. All
labels are correct
and properly placed.
Graph is titled
appropriately. Most
labels are correct
and properly placed.
Graph is not titled.
Some labels are
correct and properly
placed.
Graph is not titled.
Most labels are
incorrect and
improperly placed.
Proportions
(Numerical,
Geometrical)
All of the numerical
data is correct and
the graph is proportional to the data.
Graph appears
proportionally
without bias.
Most of the
numerical data is
correct and the graph
is proportional to the
data. Graph appears
proportionally
without bias.
Some of the numerical data is correct
and the graph appears
mostly proportional
to the data. Graph
appears mostly
proportional with a
small degree of bias.
Some of the numerical data is correct
and the graph appears
somewhat proportional to the data.
Graph is not proportioned and contains a
glaring bias.
Visual Presentation
Graph displays
appropriate use of
colour or patterns
and labels. Graph is
very neat in
appearance.
Graph displays
appropriate use of
colour or patterns
and labels. Neatness
could be improved.
Graph displays
colour or patterns
and labels, they are
not used in an
appropriate way.
Neatness needs
much improvement.
Graph displays no
colour, or patterns
or labels. Graph is
not neat.
Patterns and
Trends
Clearly states the
trends or patterns.
Very apparent that
understanding of the
meaning of data has
been reached. Goes
beyond just summarizing and interpreting
to synthesis of the
data.
States the trends or
patterns. Apparent
meaning of data has
been reached.
Somewhat states the
trends or patterns.
Unclear
meaning of data.
Patterns and trends
unclear. Little or no
meaning of the data
collected.
Measures of
Central Tendency
Correctly displays all
measures of central
tendency.
Displays all measures
of central tendency,
but one of the
measures is
incorrect.
Displays all measures
of central tendency,
but two of the
measures are
incorrect.
Displays one or two
of the measures of
central tendency.
Prediction
Clearly and
thoroughly explained
how the prediction
compared to actual
data collected.
Explained how the
prediction compared
to actual data
collected.
Somewhat explained
how the prediction
compared to actual
data collected.
Difficulty in
explaining how the
prediction compared
to actual data
collected.
Explanation of
Method
Clearly and
thoughtfully explains
why they displayed
data in the way they
did. Clearly explains
if the data had any
bias in it or why it
was bias free.
Explains why they
displayed data in the
way they did.
Explains if the data
had any bias in it or
why it was bias free.
Somewhat explains
why they displayed
data in the way they
did. Somewhat
explains if the data
had any bias in it or
why it was bias free.
Difficulty in
explaining why they
displayed data in the
way they did.
Difficulty explaining if
the data had any bias
in it or why it was
bias free.
Spelling
No spelling mistakes.
A few spelling
mistakes.
Some spelling
mistakes.
Frequent spelling
mistakes.
Grammar
No grammatical
errors.
A few grammatical
errors.
Some grammatical
errors, that do not
significantly affect
meaning.
Frequent
grammatical errors
which significantly
affect meaning.
Mathematical
Terminology
Confidently uses and
understands the
mathematical
terminology in this
Module.
Uses and
understands the
mathematical
terminology in this
Module.
Somewhat uses and
understands the
mathematical
terminology in this
Module.
Inappropriately uses
and has difficulty
understanding the
mathematical
terminology in this
Module.
(Cote (2001), Rubric for Evaluating Reports/Presentation)
5
What are some of the products or performances I currently use in my classroom for
which a rubric might clarify expectations and assist in the assessment of that work?
Eg. Creative writing
Math problem solving
Oral presentations
•
•
•
Which kind of rubric (holistic or analytical) would be best suited to that performance or
product?
Which kind of rubric would be best suited to my students?
6
Why Use Rubrics?
The primary reasons for using rubrics are to assist teachers in evaluating complex skills and products and
to aid student understanding and mastery of those skills and products that are present in all
Saskatchewan curricula. Stiggins (2001) points out that there are five kinds of objectives in any
curriculum: knowledge, reasoning, skills, the ability to create products, and values. He asserts that the
only way to assess a student’s ability to perform a skill or their ability to create a product is to actually
observe the performance of the skill or the creation of the product. When we “observe” these products or
skill performances, one of the most effective (and simplest) ways to assess them is to use a rubric that
clearly describes what we can expect to see in a quality performance or product. For students, rubrics
provide clear targets they can use to assess and improve their own work.
For teachers, the benefits of using a well-constructed rubric are numerous. A good scoring rubric:
• helps teachers define excellence and plan instruction so students can achieve it.
• aligns curriculum objectives and evaluation.
• assists teachers in being accurate, fair, and consistent with scoring.
• reduces the time teachers spend assessing student work.
• can promote consistent expectations between and among teachers in a school, at a particular
grade level, and/or within a department.
• documents the procedures used and decisions made with respect to evaluating student work.
For students, a well-constructed rubric:
• clarifies teacher expectations.
• creates a high level of expectations with a quality performance clearly indicated.
• supports the process of self and peer assessment.
• provides the student with focussed feedback about how to improve performance.
Finally, there are also benefits for parents. A rubric:
• clearly communicates teacher expectations.
• provides a more objective assessment of student performance.
• supports parent understanding of significant curricular objectives.
• focuses discussions with teachers on student work rather than on the teacher’s decisions.
(Jamison, 1999; Volk, 2002)
Of course, these benefits are only realized with a well-constructed rubric that is communicated and
understood by teachers, students, and parents. In order to support students in becoming responsible for
their own learning, information about the rubric must be provided to students prior to beginning the
product or performance. A rubric that is applied at the completion of a product or task may simplify the
assessment or evaluation process and may support student understanding of what s/he could do the next
time, but does little to assist student understanding of the steps necessary to create a quality product or
performance during the process of creation.
Rubrics make transparent the process of student assessment and evaluation and allow students to take
control of their own learning through the application of rubrics. Stiggins reminds us that the most
effective way to maximize learning is to assist students in assessing themselves. Rubrics support students
in that process.
7
As I think about using rubrics, what might be the benefits for…
… me?
… students?
… parents?
What might be some possible challenges for…
…. me?
… students?
… parents?
How might I overcome those challenges?
8
How Could I Use Rubrics?
Most experienced teachers have already developed a mental list of the criteria they like to see in a
particular product or performance that they often ask of students. However, curricular changes and
additional expectations (or being new to teaching or to a grade level or subject) may demand that we
evaluate a product or performance with which we are unfamiliar. It is for this kind of product or
performance that using an existing rubric may be most supportive.
Rubrics can support the teaching and learning process when we ask students to complete any kind of
performance assessment such as:
• Written Assignments
• Stories
• Plays
• Poems
• Paragraphs
• Essays
• Research papers
• Demonstrations (live or taped)
• Role playing
•
• Debates
•
• Reading
•
• Recital
•
Retelling
Experiments
Cooperative group work
Performance stations (mathematics, science)
• Presentations (live or taped)
• Oral—song, choral speech, report
• Visual —slide shows, puppet play, news program
• Dance
• Science fair
• Projects
• Seminars
• Portfolios
If you are considering the assignment of one of these complex tasks or performances where there are a
variety of ways of demonstrating understanding, a rubric clarifies for you and the students appropriate
expectations with respect to that task.
Rubrics can also be used to assess student readiness to learn. Saskatchewan Learning has developed two
rubrics that relate to student preparation and commitment to learn. These rubrics contain criteria
including preparation for class, participation in class activities, work ethic, motivation and persistence.
These rubrics could serve as a useful starting point in establishing criteria and descriptors for these
important student behaviors that significantly impact student learning and progress toward achieving
curricular objectives.
9
A course or subject area in which I can see myself using rubrics is…
What are the central skills and product objectives outlined in the curriculum guide for this
subject or course?
What products or performances do I currently ask students to complete in that subject
area?
What are my expectations with respect to the completion of those products and the
demonstrations of those skills?
10
Where Can I Find Rubrics?
Rubrics exist for literally hundreds of performance tasks and products and may become a starting point
for you and your students in the use of rubrics. There are print resources devoted to understanding and
constructing rubrics; however, the best resource for locating specific rubrics is the Internet. A caution
though is that the quality of rubrics available is variable and you will need to examine them carefully
and may need to modify them to suit your needs and the needs of your students.
Print resources available from the Stewart Resources Centre:
• Burke, K., Fogartry, R. & Belgrad, S. (2002). The portfolio connection: Student work linked to
standards. Arlington Heights, IL: Skylight Professional Development
Because portfolios are performance based, the authors provide a number of rubrics related to
the specific work that might be included in a portfolio as well as rubrics for the portfolio as a
whole.
• Jasmine, J. (1993). Portfolios and other assessments. Huntington Beach, CA: Teacher Created
Materials, Inc.
This resource provides dozens of blackline masters for performance assessments and
portfolios. Holistic rubrics are provided for language arts, science, and math. Suitable for KGr. 6.
• McTighe, J. & Wiggins, G. (1999). The understanding by design handbook. Alexandria, VA:
Association for Supervision and Curriculum Development.
The intent of this handbook is to assist educators in developing units of study that focus on
student understanding. One of the three components in the framework examines the design
stages for performance tasks and includes information on developing rubrics to score the
tasks.
• Taggart, G., Phifer, S., Nixon, J. & Wood, M. (1998). Rubrics: A handbook for construction and use.
Lancaster, PA: Technomic Publishing Company, Inc.
This edited book provides information on how to construct rubrics and includes samples of
rubrics from a variety of subject areas at different grade levels.
Internet resources:
Education Services Center Region 20
• http://www.esc20.k12.tx.us/etprojects/rubrics/Default.htm
The rubrics provided on this site have been developed by teachers and are specifically related
to a particular grade.
Kathy Schrock’s Guide for Educators
• http://school.discovery.com/schrockguide/assess.html
There is a comprehensive list of general and subject-specific rubrics provided on this site in
addition to background information on creating and using rubrics with students.
11
Instructional Internet from Chicago Public Schools
• http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics.html
In addition to providing background information on creating rubrics, this site contains a
rubric bank related to different subject areas.
RubiStar
• http://rubistar.4teachers.org/templates.shtml#first
This site is designed to assist teachers with creating their own custom rubrics. Criteria and
descriptions at each level of performance are provided related to a variety of different tasks.
The teacher can select those criteria related to curricular and student needs; each of the cells
in the rubric can also be modified.
Saskatchewan Learning
• http://www.sasked.gov.sk.ca/docs/subject.html
Many of the curriculum guides provide rubrics. They are generally located in the assessment
and evaluation section of the curriculum. In addition, there are links from the web site to
other teacher developed rubrics.
• http://www.sasked.gov.sk.ca/k/pecs/ae/docs/plap/math/math2001/otlrubrics.pdf
This site includes rubrics focused on student readiness. Criteria include: preparation for
class; participation in class activities; work ethic; motivation; and persistence in solving math
problems. These rubrics are specifically related to math, but could readily be modified for
other curricular areas.
The Staff Room for Ontario’s K-12 Teachers
• http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm
This site provides dozens of printable rubrics for use in a wide variety of different subject
areas at a variety of grade levels.
Teachnology
• http://teach-nology.com/web_tools/rubrics/
The site provides ready to print rubrics as well as a template for creating your own rubrics
from scratch.
Note: Internet sites disappear or move with alarming frequency. If these sites are no longer available, try
conducting a search using the search terms “rubric” and the subject and grade level you are interested in.
Eg. “Rubric” AND “Grade 7 Science”. Google is an excellent search engine to use with respect to topics of
educational interest.
12
How Do I Develop A Rubric?
Although there is no one “right” way to develop a rubric, there are a number of areas you will want to
pay attention to as you go about developing rubrics for use in your own classroom. If you have been
completing the reflective pieces and have articulated the expectations (criteria) you hold when assessing
the products and performances you use in your classroom, you are well on your way to developing a
rubric for use in your classroom. Remember to consider the guidelines provided earlier for effective
rubrics. The rubric should: be focused on the important elements of a performance; provide clear
descriptions of observable features; and differentiate among levels of performance from beginning to
mastery levels. Additionally, the literature clearly points out that developing rubrics with your students is
the most effective way to support understanding about and use of rubrics during the creation phase.
Steps in developing a rubric:
1. Look at models of the performance or product. Along with your students, examine examples of
student work at that grade level. Consider the characteristics that distinguish “good” work from the
other samples provided.
2. Establish the criteria. The criteria to be used in assessing the performance or product should emerge
out of the discussion of the models. It is the characteristics evident in the exemplary work that will
become the criteria.
3. Determine the number of levels in the rubric. For younger students, you will probably only want
to have three levels in the rubric. For older students, the literature recommends using four or five
levels. Although four levels is desirable because it prohibits choosing the middle, five levels allow for
more precision and support the idea of growth. A caution you may want to consider with the
number of levels is that having a greater number of levels increases the opportunity to discern
between different responses; however, it creates some additional challenges for users in ensuring
consistency between assessors.
4. Develop descriptions of quality for each level of the criteria. Examining work samples creates an
understanding of the descriptions that correspond to each of the levels. Begin by describing the
highest and lowest levels of quality and then fill in the levels between. Remember to use parallel
language among the levels and focus in on the observable elements that demonstrate understanding.
Be as specific as possible in your word selection—try to avoid evaluative words such as creative
opening, boring presentation, etc. Rather, use specific descriptions of what could be observed. Finally
try to avoid making the lowest level sound bad; it should merely describe an ineffective performance
or product.
5. Practice using the rubric. Provide copies of the rubric to each member of the class. Have them
practice using the rubric on the samples you examined in Step 1. Students can also practice using the
rubric on their own and peer work.
6. Revise the rubric as necessary. As you use the rubric throughout the year, you may discover
revisions that need to be made. Ensure that once again you involve students in a discussion about
the need to revise in order to clarify your expectations.
Although this process sounds time-consuming (and is, initially), it becomes easier the more students
work with rubrics. The payoff for this time spent is that teachers, students and parents have a clear
understanding of the important learning goals in a project and students can begin to take ownership in
the assessment and evaluation process.
13
Rubric Form
(Elementary)
Title:
Criteria
14
Terrific
OK
Not Yet
Rubric Form
(Middle Level and High School)
Title:
Criteria
4 – Excellent
3 – Good
2 – Fair
1 – Poor
15
Sample Rubrics
The following samples will provide a framework for you in clarifying criteria and descriptors for levels of
performance in a product (persuasive writing) and in a skill (working with others). Please note the
changes that take place in the criteria and in the descriptors used in the rubrics to make the rubric
useable for students at a particular level. In general, older students are capable of responding to larger
numbers of criteria; however, you still want to ensure that you don’t overwhelm students with
information. Popham (1997) reminds us that while it is necessary to provide sufficient detail to support
understanding, he also recommends that a rubric not exceed two pages. Finally, you will note that many
of these rubrics contain descriptive words such as always, usually, some, etc. As you are clarifying the
levels of performance with colleagues, students and parents, it will be necessary to reach consensus
about how you define those words. Understandings about those descriptors may vary depending on a
number of variables including: age and grade level of students; intent and extent of the assignment;
previous learning opportunities; and school setting.
Persuasive Writing Rubric
Criteria
(Elementary)
Terrific
OK
Not Yet
Opening Statement
I stated my opinion
very clearly.
I stated my opinion.
I did not state my
opinion.
Reasons for My
Opinion
I gave at least three
reasons for my
opinion.
I gave two reasons for
my opinion.
I gave one or no
reason for my
opinion.
Explanation of My
Reasons
I explained each of my
reasons very clearly.
I explained one or
two of my reasons.
I did not explain my
reasons.
Closing Statement
I made a final
statement that will
convince people my
opinion is right.
I made a final
statement, but it is
not too strong.
I did not make a final
statement.
Sentences
I wrote in full
sentences. My
sentences start with a
capital and end with a
period.
Most of my writing is
in full sentences.
Most of my work is
not in full sentences.
(Adapted from Hibbard et al., 1996)
16
Criteria
(Middle Level)
4 – Excellent
3 – Good
2 – Fair
1 – Poor
Position
The position is
introduced and clearly
stated. The position is
supported by at least
three main points.
The position is
introduced and stated.
The position is
supported by two main
points.
The position is clear,
but there is a need for
more supporting
information.
The position is not
clear. There is a
seemingly random
collection of
information.
Support for
Position
Each main point is
three relevant,
accurate and specific
pieces of information.
Supporting details and
information are
relevant, but one key
issue or portion of the
position is
unsupported.
information are
relevant, but several
key issues or portions
of the position are
unsupported.
information are
typically unclear or not
related to the position.
Sources
All sources used for
quotes and facts are
credible and cited
correctly.
credible and most are
cited correctly.
Most sources used for
credible and cited
correctly.
Many sources used for
less than credible
(suspect) and/or are
not cited correctly.
Opposing
Arguments
The writer successfully
identifies and refutes
all opposing arguments.
identifies and refutes
one or two opposing
arguments.
The writer attempts to
identify opposing
arguments.
The writer made no
attempt to identify
opposing arguments.
Conclusion
The conclusion is
strong and leaves the
reader with a feeling
that s/he understands
and is convinced of the
writer’s opinion.
The conclusion is
recognizable, but the
reader is not
convinced.
The conclusion is
recognizable, but does
not tie up several
loose ends.
There is no clear
conclusion, the paper
just ends.
Mechanics
There are no spelling
or punctuation errors
in the final draft.
There is one spelling
or punctuation error
in the final draft.
There are 2-3 spelling
and punctuation errors
in the final draft.
The final draft has
more than 3 spelling
and punctuation
errors.
(Adapted from Rubi-Star & Hibbard, et al., 1996)
17
Criteria
(High School Level)
4 – Excellent
3 – Good
2 – Fair
1 – Poor
Position
The position is
introduced and clearly
stated. The position is
four main points.
The position is
introduced and stated.
The position is
supported by three
main points.
The position is clear,
but there is a need for
more supporting
information.
The position is not
clear. There is a
seemingly random
collection of
information.
Support for
Position
Each main point is
three relevant,
accurate and specific
pieces of information
that go beyond the
obvious or predictable.
information are
relevant, but one key
issue or portion of the
position is
unsupported.
information are
relevant, but several
key issues or portions
of the position are
unsupported.
information are
typically unclear or not
related to the position.
Sources
current, credible and
cited correctly.
credible and most are
cited correctly.
Most sources used for
credible and cited
correctly.
Many sources used for
less than current, not
credible (suspect)
and/or are not cited
correctly.
Analyzing
Positions and
Needs
identifies and states the
needs underlying their
own and all other
alternate positions.
identifies and states the
needs underlying their
own and one other
alternate position.
The writer attempts to
identify alternate
positions.
The writer did not
identify alternate
positions.
Comparing and
Contrasting Needs
The writer accurately
identifies and describes
the important
differences between
the alternate needs
and positions, and
identifies areas of
common ground.
The writer identifies
and describes the
important differences
and similarities in
positions, but does not
find areas of common
ground.
The writer identifies
some differences
between the positions.
The writer does not
compare and contrast
the differing needs
underlying the
positions
Identifying
Alternatives
The writer proposes
and supports creative
alternatives that are
convincing and appear
workable to the
reader.
Alternatives are
suggested, but not
enough detail is
provided to convince
the reader of the
workability.
Alternatives are
suggested, but would
only meet the needs of
the writer.
There are no
alternatives identified.
Presentation
There are no spelling
or punctuation errors
in the final draft. The
paper is wordprocessed.
There is one spelling
or punctuation error
in the final draft. The
paper is wordprocessed
There are 2-3 spelling
and punctuation errors
in the final draft.
The final draft has
more than 3 spelling
and punctuation
errors.
(Adapted from Rubi-Star & Hibbard, et al., 1996)
18
Working With Others
Criteria
(Elementary)
Terrific
OK
Not Yet
Contribution
to the Group
I always offer my ideas
and suggestions to the
group in polite,
respectful ways.
I usually offer ideas
and suggestions to the
group.
I rarely make
suggestions or I make
suggestions in
inappropriate ways.
Listening and
responding to others
I always listen and
respond to other
people and encourage
the members of my
group to work
together.
I usually listen to and
respond to the other
people in my group.
I rarely listen to other
people in my group.
Completing Tasks
I always do my part of
the group tasks and
my part of the work
is done on time.
I usually do my part of
the group task.
Other members of my
group sometimes have
to complete my part
of the group task for
it to be done on time.
Use of Time
I am on task all the
time.
I am on task most of
the time.
I need frequent
reminders to stay on
task.
Effort
My work is always
very high quality,
neatly completed, and
reflects my best
effort.
My work is usually
good quality, but may
not always be the best
I could do.
My work needs to be
checked over by
others or sometimes
be redone.
(Adapted from Rubi-Star)
19
Collaborative Work Skills Rubric
Criteria
4 – Excellent
3 – Good
(Middle Level)
2 – Fair
1 – Poor
Contributions
Routinely provides
useful ideas when
participating in the
group. A definite
leader who contributes
a lot of effort.
Usually provides useful
ideas when
group. A strong group
member who tries
hard.
Sometimes provides
useful ideas when
group. A satisfactory
group member who
does what is required.
Rarely provides useful
ideas when
group. May refuse to
participate.
Quality of Work
Provides work of the
highest quality.
Provides high quality
work.
Provides work that
occasionally needs to
be checked or redone
by other group
members to ensure
quality.
Provides work that
usually needs to be
checked or redone by
others
Time-Management
Is consistently focused
on the task and uses
time well throughout
the project to ensure
things get done on
time.
Usually task focused;
the group does not
have to adjust
deadlines or work
responsibilities because
of this person.
Tends to procrastinate,
but usually gets things
done by the deadlines.
Group may have to
adjust deadlines or
work responsibilities
because of this person.
Rarely gets things done
by the deadlines AND
group has to adjust
deadlines or change
Problem-Solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Does not try to solve
problems or help
others solve problems.
Lets others do the
work.
Working with
Others
Almost always listens
to, shares with, and
supports the efforts of
others. Tries to keep
people working well
together.
Usually listens to,
shares with, and
others. Does not cause
“waves” in the group.
Often listens to, shares
with, and supports the
efforts of others, but
sometimes is not a
good team member.
Rarely listens to,
shares with, or
others. Often is not a
good team player.
20
Collaborative Work Skills Rubric
Criteria
4 – Excellent
3 – Good
(High School Level)
2 – Fair
1 – Poor
Contributions
Routinely works
toward clarifying
common goals and
provides useful ideas
and positive
suggestions. A definite
leader who contributes
a lot of effort.
Usually works to
identify common goals.
A strong group
member who tries
hard.
Sometimes works to
attain shared goals. A
satisfactory group
member who does
what is required.
Rarely provides useful
ideas when
group. May refuse to
participate.
Quality of Work
Provides work of the
highest quality.
Provides high quality
work.
Provides work that
occasionally needs to
be checked or redone
by other group
members to ensure
quality.
Provides work that
usually needs to be
checked or redone by
others.
Time-Management
Is consistently focused
on the task and uses
time well throughout
the project to ensure
things get done on
time. Assists group
with planning and time
management.
Usually task focused;
the group does not
have to adjust
deadlines or work
responsibilities because
of this person.
Tends to procrastinate,
but usually gets things
done by the deadlines.
Group may have to
adjust deadlines or
Rarely gets things done
by the deadlines AND
group has to adjust
deadlines or change
Problem-Solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Does not try to solve
problems or help
others solve problems.
Lets others do the
work.
Working with
Others
Consistently provides
encouragement,
support and
constructive feedback.
Usually provides
encouragement,
support and feedback.
Provides some
encouragement,
minimal support and
little feedback.
Is discouraging and
non-supportive.
Provides destructive
feedback.
21
How might I use rubrics in my subject area and my grade level?
What modifications would I need to make before I could use rubrics with my students?
22
How Do I Use Rubrics In Grading?
If necessary, there are a number of different ways that rubrics can be used in the grading process. At the
elementary school level, if you have a limited number of report card categories (3 or 4) you can use
those categories to describe the levels of performance. There are two advantages to this approach: it
simplifies the process of translating rubric scores onto the reporting document and it supports student
and parent understanding about the meaning of those indicators. For example, the rubric that follows
corresponds with the report card indicators: Independent, Developing, and Beginning (Skill Levels).
Math Problem Solving Rubric
Criteria
Independent
(Grade 1)
Developing
Beginning
Understanding
the Problem
I get the right answer
to the problem and
can work it out with
no mistakes. I use
math words correctly.
I understand how to
solve the problem,
but I may make
mistakes.
I try to do the
problem, but I don’t
understand it.
Knowing How to
Solve
the Problem
I can show more than
one way to solve the
problem.
I show most of how I
solve the problem.
I show some of how I
solve the problem.
Explaining What
You Did
I can explain exactly
what I did to solve
the problem and why
I solved it that way.
I can explain what I
did to solve the
problem.
I can explain some of
what I did to solve
the problem.
(Adapted from VanderKloot, 2001)
23
If you are teaching in the upper elementary grades and your report card categories are: Exceeding,
Meeting, Beginning to Meet, or Not Yet Meeting (Expectations), a rubric for problem solving could be
formatted this way in order to align the rubric and the report card.
Problem Solving Rubric
Criteria
(Grade 8)
Beginning to
Meet
Not Yet
Meeting
Exceeding
Meeting
Mathematical
Accuracy
Solutions are accurate
and demonstrate
structure of the
problem.
Solutions to problems
are accurate.
Solutions are only
slightly inaccurate,
resulting from errors
in calculations.
Solutions contain many
inaccuracies.
Organization of
Information
Organization
demonstrates
recognition of the
patterns in problem
solving.
Information is
organized in a fairly
systematic fashion.
Some attempt is made
to organize the
information, but the
system is ineffective.
Information is not
organized.
Method of Solution
Methods used are
highly elegant and
efficient, revealing
comprehensive
problem.
Appropriate methods
used to solve
problems; likely to
yield correct answers.
Appropriate method
used, but either not
fully executed or
possibly based on rote
application only.
Either no method used
or method used was
inappropriate.
Description of
Procedure
The description
describes a systematic
approach. The
explanation is efficient
and clear, revealing
complete
problem.
Description adequately
describes a systematic
approach.
Description reveals
limited attempt to use
a systematic approach,
but is not entirely
successful.
Description is missing
or reveals a trial and
error approach to the
problem.
(Adapted from Danielson, 1997)
24
Unweighted Rubrics
If you are teaching at a level where you must provide numerical grades, you can use a mathematical
formula to arrive at a score: number of criteria X number of levels = total possible score. To calculate an
individual score, you add up the points a student received. In the rubric on page 26 there are 3 criteria X
4 levels = 12 total possible score. If a student scored (as highlighted) a 4 in Mathematical Knowledge
and 3s in Strategic Knowledge and Explanation, their score would be 10/12.
Weighted Rubric
A rubric can also be weighted. Weighted rubrics are used to explicitly demonstrate to students and
parents which criteria take precedence over others. This emphasis can occur over the course of an entire
term or year, or at different points in the year as one concept or another is highlighted. So, if you
determine that Mathematical and Strategic Knowledge are twice as significant in scoring problem
solving, you can weight them that way. Thus, the rubric remains the same, but the scoring is different.
To calculate the grade in the rubric on page 27 with weighted criteria:
(Criteria A x Number of levels x Weight) + (Criteria B x Number of levels x Weight) +
(Criteria C x Number of levels x Weight) = Total Possible Score
In this example the total possible score would be 20. If the student responded as highlighted, the
student would score 17/20.
25
Category
(Grade 10)
4
3
2
1
Mathematical
Knowledge
Shows complete
problem’s mathematical concepts and
principles. Uses
appropriate mathematical terminology
and notation (e.g.,
labels as appropriate).
Executes algorithms
completely and
correctly.
Shows nearly complete
principles. Uses nearly
correct mathematical
terminology and
notation. Executes
algorithms completely.
Computations are
generally correct, but
may contain minor
errors.
Shows understanding
of some of the
problem’s
mathematical concepts
and principles. May
contain serious
computational errors.
Shows very limited
problem’s
mathematical concepts,
and principles. May
misuse or fail to use
mathematical terms.
May contain major
Strategic
Knowledge
Identifies all important
May use relevant
outside information
of a formal or
informal nature.
Identifies the most
important elements
of problem and
shows general
understanding of
the relationships
between them.
Solution process is
nearly complete.
Identifies some
important elements of
the problem but shows
only limited
relationships between
them. Gives some
evidence of a solution
process.
May attempt to use
irrelevant outside
information. Fails to
identify important
elements or places too
much emphasis on
unimportant elements.
May reflect an
inappropriate strategy
for solving the
problem. Gives
minimal evidence of a
solution process.
Process may be
difficult to identify.
elements of the
problem and shows
relationship between
them. Reflects an
appropriate and
systematic strategy for
solving the problem.
Gives clear evidence of
a solution process, and
solution process is
complete and
systematic.
Explanation of
Solution
Gives a complete
written explanation of
the solution process
employed. Includes
appropriate and
complete diagram with
explanation of
elements. May provide
examples and counter
examples if
appropriate.
Gives a fairly
complete written
explanation of the
solution process
employed. May
contain some minor
gaps. May include a
nearly complete
diagram with some
explanation.
Gives some
explanation of the
solution process
employed, but
communication is
vague or difficult to
interpret. May include
diagram that is flawed,
unclear, or not
explained.
Provides minimal
explanations of
solution process. May
fail to complete or may
omit significant parts of
the problem.
Explanation missing or
difficult to follow. May
include a diagram
which incorrectly
represent the problem
situation or diagram
may be unclear and
difficult to interpret.
(Illinois Rubric for Mathematics K-12)
26
Category
Mathematical
Knowledge
(Criteria A)
Weight = 2
Strategic
Knowledge
(Criteria B)
Weight = 2
Explanation of
Solution
(Criteria C)
Weight = 1
(Grade 10)
4
3
2
1
Shows complete
principles. Uses
appropriate mathematical terminology
and notation (e.g.,
labels as
appropriate).
Executes algorithms
completely and
correctly.
Shows nearly complete
problem’s
and principles. Uses
nearly correct
mathematical
terminology and
notation. Executes
algorithms completely.
Computations are
generally correct, but
may contain minor
errors.
Shows understanding
of some of the
problem’s
and principles. May
contain serious
Shows very limited
problem’s
mathematical concepts,
and principles. May
misuse or fail to use
mathematical terms.
May contain major
Identifies all important
elements of the
problem and shows
understanding the
relationship between
them. Reflects an
appropriate and
systematic strategy for
solving the problem.
Gives clear evidence of
a solution process, and
solution process is
complete and
systematic
May use relevant
outside information
of a formal or
informal nature.
Identifies the most
important elements
of problem and
shows general
understanding of
the relationships
between them.
Solution process is
nearly complete.
Identifies some
important elements of
the problem but shows
only limited
relationships between
them. Gives some
evidence of a solution
process.
May attempt to use
irrelevant outside
information. Fails to
identify important
elements or places too
much emphasis on
unimportant elements.
May reflect an
inappropriate strategy
for solving the
problem. Gives
minimal evidence of a
solution process.
Process may be
difficult to identify.
Gives a complete
written explanation of
the solution process
employed. Includes
appropriate and
complete diagram with
explanation of
elements. May provide
examples and counter
examples if
appropriate.
Gives a fairly
complete written
explanation of the
solution process
employed. May
contain some minor
gaps. May include a
nearly complete
diagram with some
explanation.
Gives some
explanation of the
solution process
employed, but
communication is
vague or difficult to
interpret. May include
diagram that is flawed,
unclear, or not
explained.
Provides minimal
explanations of solution
process. May fail to
complete or may omit
significant parts of the
problem. Explanation
missing or difficult to
follow. May include a
diagram which
incorrectly represent
the problem situation
or diagram may be
unclear and difficult to
interpret.
(Illinois Rubric for Mathematics K-12)
27
Reference List
Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership 57 (5), 1318.
Cote, B. (2001). Rubric for evaluating reports/presentation rubric. Retrieved June 11, 2003 from
Saskatchewan Learning Web site:
http://www.sasked.gov.sk.ca/curr_content/elemath/Lesson7/printrubric.htm
Danielson, D. (1997). A collection of performance tasks and rubrics: Middle school mathematics. Larchmont,
NY: Eye On Education, Inc.
Hibbard, K. M., Wagenen, L., Lewbebel, S., Waterbury-Wyatt, S., Shaw, S., Pelletier, K., et al. A teacher’s
guide to performance-based learning and assessment. Alexandria, VA: Association for Supervision and
Curriculum Development.
Illinois Rubric for Mathematics. (n.d.). Retrieved June 13, 2003 from:
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/MathRubrics.pdf
Jamison, P. (1999). Student evaluation a staff development handbook. Regina, SK: Saskatchewan Education
and Saskatchewan Professional Development Unit.
McTighe, J. & Wiggins, G. (1998). The understanding by design handbook. Alexandria, VA Association for
Supervision and Curriculum Development.
Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing
House 73 (6), 324-328.
Popham, J. (1997). What’s wrong—and what’s right—with rubrics. Educational Leadership 55 (2), 72-75.
Saskatchewan Education. (1998). English Language Arts 20: A Curriculum Guide for the Secondary Level.
Regina, SK: The author.
Stiggins, R. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Prentice-Hall, Inc.
VanderKloot, C. (2001). K-5 Mathematics assessment. Retrieved June 13, 2003 from Springfield Public
School District Web site: http://www.springfield.k12.il.us/resources/math/assessment.html
Volk, J. (2002). Assessment strategies. Regina, SK: Saskatchewan Learning—Region 3.
28

Rubrics - Academics

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