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Rubrics to Improve Student Learning and Performance
What It is and how it is applied to STEM curriculumCreated by The University of North Texas in partnership with the Texas Education Agency
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In reviewing the content of this professional development In reviewing the content of this professional development module it may be helpful for you to use the following tools to module it may be helpful for you to use the following tools to take notes, summarize key points and identify ideas to take notes, summarize key points and identify ideas to implement in your classroom:implement in your classroom:
Cornell Notes ExampleCornell Notes Example Sample Cornell Notes Sheet that Sample Cornell Notes Sheet that demonstrates how to take notes, summarize key points, and identify demonstrates how to take notes, summarize key points, and identify specific ideas for implementation.specific ideas for implementation.Cornell Notes FormCornell Notes Form Blank Cornell Notes Sheet for use in taking Blank Cornell Notes Sheet for use in taking notes, summarizing key points, and identifying specific ideas for notes, summarizing key points, and identifying specific ideas for implementation.implementation.Mind Map ExampleMind Map Example Examples of how to use a mind map to take Examples of how to use a mind map to take notes, summarize key points, and identify specific ideas for notes, summarize key points, and identify specific ideas for implementation.implementation.Mind Map Blank FormMind Map Blank Form Blank Mind Map for use in taking notes, Blank Mind Map for use in taking notes, summarizing key points, and identifying specific ideas for summarizing key points, and identifying specific ideas for implementation.implementation.Action PlanAction Plan Form to use in taking ideas for implementation from Form to use in taking ideas for implementation from the professional development module (from Cornell Notes Sheet and/or the professional development module (from Cornell Notes Sheet and/or Mind Map ) and planning to implement them in your classroom.Mind Map ) and planning to implement them in your classroom.
UNT in partnership with TEA, Copyright © 2008. All rights reserved.
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What is a Rubric?
A set of scoring guidelines for judging student work of performance-based tasks.
Answers the question:“What do proficiency, and varying
degrees of proficiency, at a task look like?”
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About Rubrics
Rubrics can be used to evaluate process and content.
A scaled set of criteria defines, for students and teachers, what the range of an acceptable and unacceptable performance looks like.
Is an authentic assessment tool useful in assessing criteria that are complex and subjective.
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About Rubrics
The criteria provides descriptions of each level of performance in terms of what students are able to do; and, assign labels, such as:
ExcellentProficientUnacceptable
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About Rubrics
Rubrics can be created by teachers, students, and/or interested parties.
Rubrics provide a framework that assists teachers in evaluating student performance.
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Good Scoring Rubrics…
Help teachers define excellence and plan how to help students achieve it.
Communicate to students what excellence looks like and how to evaluate their own work.
Communicate goals and results to parents, employees, and others.
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Good Scoring Rubrics…
Help teachers and raters to be accurate, unbiased, and consistent in scoring.
Documents procedures used in making important judgments about students.
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Rubric By Multiple Assessors
To review and critique work done according to designated standards for:
Self-assessmentPeer assessmentTeacher assessmentOther
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Student Results
They learn criteria for achievement levels and how to set clear goals for their own achievements and others.
As they work with peers and teachers to develop rubrics, the sense of collaboration and ownership in their learning becomes very important to them.
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Advantages of Using Rubrics
More objective and consistent assessment.
Helps teachers/students define “quality”.
Clearly shows students how work will be evaluated and what is expected.
Helps students accept responsibility for their own learning.
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More Advantages
Provides useful feedback regarding effectiveness of instruction.
Reduces time teachers spend grading student work.
Easier for teachers to explain to students why they received grade, and what they can do to improve.
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Rubric Template
Task Statement:________________________________________________Task Assignment:_______________________________________________
Criteria LevelsConcepts
SkillsNovice
1Developing
2
Accomplished3
Exemplary4
Score
Total Score:
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Steps in Creating A Rubric
Step 1: Review TEKS, learning outcomes,performance, and products for
yourcurriculum/course.
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STEM Application
STEP 1: Review TEKS for Architectural Graphics 123.62, such as…
(2) (A) Develop, or, improve architectural drawings that conform to industry standards;
(5) (B) Use a variety of architectural graphics tools, equipment, and machines (traditional and computer-based) to produce drawings or models;
(8) (B) Participate in the organization and operation of a real or simulated architectural graphics project; and,
(12) (D) Use the appropriate scales for measuring.
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Steps in Creating A Rubric
Step 2:Determine the skill, product,
process,or performance for which the rubric
isto be written.
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STEM Application
Step 2: The student will design and draw a house plan that shows the location and dimensions of exterior
andinterior walls, windows, doors,appliances, cabinets, fireplaces, and other fixtures of the student’s dreamhouse, meeting guidelines that must
be satisfied.UNT in partnership with TEA, Copyright © 2008. All rights reserved.
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Steps in Creating A Rubric
Step 3:Determine intended use(s) of
rubric:
Teacher scoring tool Expert evaluator scoring tool Student coaching tool Peer or self-evaluation tool Combination of above
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STEM Application
Step 3: The rubric will be used as:
Teacher scoring tool ***
Student coaching toolSelf-evaluation tool
***Later, we will address NumericalScales.
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Steps in Creating A Rubric
Step 4:Develop a specific Task Statement
thatreflects both cognitive and
performancecomponents of task.
Place Task Statement at top of rubric.
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STEM Application
Step 4:
Task Statement: Design and draw a
floor plan of your dream house.
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Steps in Creating A Rubric
Step 5:Specify the general requirements for the task in a Task Assignmentstatement.
Place the Task Assignment statement under the Task Statement.
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STEM Application
Step 5:Task Statement: Design and draw a floor plan of my dream house.
Task Assignment: Show location anddimensions of exterior and interior walls,windows, doors, appliances, cabinets,fireplaces, and other fixtures of my dream house, meeting required guidelines.
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Steps in Creating A Rubric
Step 6:Identify most important concepts
orskills being assessed in the task.
These should be placed in spaces going down left side of rubric.
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STEM Application
STEP 6: Concepts/Skills to be assessed:
Determining style and shape of house based on the property upon which it is located.
Identifying areas of house based on required guidelines.
Showing “traffic flow” in design. Dimensioning and labeling drawing. Justifying plan by explaining why portions are
located where, and why certain dimensions are what they are.
Defining terms used in construction industry used to identify parts of the construction.
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Steps in Creating A Rubric
Step 7:Identify criteria levels for the task.
Criteria levels should be listed across top of rubric from lowest quality level the far left to highest quality level at
far right.
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Highest Quality Level
Highest quality level defines superior“A” work. Exemplary Exceptional Advanced
Fantastic Outstanding Impressive
Super World Class Topnotch
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2nd Highest Quality Level
2nd highest level defines high quality;
what one might say is high “B” work.Accomplished Skilled Proficient
Effective Efficient Successful
Masterful Talented Competent
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3rd Highest Quality Level
3rd highest level defines mediocre quality; what one might say is high “C”or “D” work. Developing Adequate Acceptable
Amateur Apprentice Passable
Respectable Presentable SatisfactoryUNT in partnership with TEA, Copyright © 2008. All rights reserved.
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4th Highest Quality Level
4th highest level defines weak quality work; what one might say is “D”or “F” work. Novice Discovering Awareness
Beginner Not-Yet Incomplete
Emerging Intermediate Needs Work
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STEM Application
STEP 7:Criteria levels for Floor Plan Rubric :
Exemplary – highest quality level Accomplished – 2nd highest quality
level Developing – 3rd highest quality level Novice – 4th highest quality level
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Steps in Creating A Rubric
Step 8: Describe qualifications forconcepts/skills listed down the left sideof rubric for each identified criterialevel listed across top of rubric.
Descriptions should specifically identify the behavior, performance, product the learner has attained.
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STEM Application
STEP 8: Qualification description:Determine the style and shape of house based on property upon which it is located.
Novice – Little regard given to the property. Developing – Style and shape based only on the size of the property. Accomplished – Style and shape of house works
with the property’s size and shape. Exemplary – Style and shape enhances the
property.
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STEM Application
STEP 8: Complete quality description
for remaining concepts/skills listedbelow:
Identify areas of the house… Show “traffic flow” … Dimension and label drawing… Justify plan by explaining why … Define various terms used…
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Steps in Creating A Rubric
Step 9: Numerical Scales usenumbers or assign points to acontinuum of performance levels.
Clearly label and define points Avoid scales with more than 6-7 points Have as many points as can be well
defined, and cover the range from poor to excellent performance
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STEM Application
Step 9: A Numerical Scales:
Levels of quality for each criteria described in Step 7 could be organizedas:
Lowest level to Highest level 1 2 3 4
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Steps in Creating A Rubric
Step 10:Rethink your scale: Does a ( )- pointscale differentiate enough between types of student work to satisfy you?
Adjust the scale if necessary. Reassess student work and score it
against the developing rubric.
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Steps in Creating A Rubric
Step 11: Evaluate the rubric.
Does rubric relate to outcome(s) being measured? Does it cover important dimensions of student
performance? Do criteria reflect “excellence” in the field? Are categories, or scales, well defined? Is there a clear basis for assigning scores at each
scale point? Is rubric useful, feasible, manageable, and
practical?
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Steps in Creating A Rubric
Step 12: Test the rubric with students.
When rubrics are not clear, teachers and
students become frustrated and/or disappointed.
Students don’t enjoy working hard, thinking they’re getting it right, and finding out that it isn’t.
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Steps in Creating A Rubric
Step 13:Keep track of the strengths and shortcomings of the rubric when
you use it to assess student work.
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Steps in Creating A Rubric
Step 14:Revise the rubric as necessary.
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Scoring and Grading
Key Points: Criteria seldom considered equal
value. Determine if all quality levels are
eligible for points. Criteria at 2nd or 3rd lowest level may
not be considered “score-able”. Efforts below score-able level may be
considered “not yet” and students are expected to refine until reaches score-able.
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STEM Application
The criteria used in the Floor Plan could
be weighted as follows:
POINTS CRITERIA30 Determining style and shape of house 20 Identifying areas of house based15 Showing “traffic flow” in the design15 Dimensioning and labeling the drawing10 Justifying plan10 Defining terms used in construction industry
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STEM Application
See Job Aid: Floor Plan Rubric.
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Methods for Converting Rubric Scores to Grades
Various Methods Include:
Rated ChecklistsWeighted ChecklistsFixed percent scaleTotal PointStandards-based
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Total Point Method
Students earn points for each concept, or skill, to be assessed.
Point values should be determined prior to starting the assignment.
Points should be worded in the positive. A project may be worth 100 points. Total points add up to a number that
can be converted to a percentage.
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Stem Application
See Job Aid for The Floor Plan:
“Totaling Points Example”
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Free Rubric Builder Sites
Rubistar: http://rubistar.4teachers.org
iRubric: http://www.rcampus.com
My Teacher Tools: http://myteachertools.com
Rubrics4teachers: http://www.rubrics4teachers.com
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References
Health Science Technology Education Assessment Tools. CD-ROM. 2006
Rubistar: http://rubistar.4teachers.org
iRubric: http://www.rcampus.com
My Teacher Tools: http://myteachertools.com
Rubrics4teachers: http://www.rubrics4teachers.com
UNT in partnership with TEA, Copyright © 2008. All rights reserved.