They must have both

Criteria that will be evaluatedTopic sentenceDeveloping sentencesClosing sentence

Levels to which the criteria are metA, B, C or 1, 2, 3 etc.

highly versatile as both assessment and instructional tools

used to support self-assessment as well as peer assessment

used as a resource to support and collect on-going feedback on lessons and longer-term projects

teachers construct scoring rubrics and infuse them into their instruction in any number of innovative ways.

rubrics prove especially effective when they are generated collaboratively with students.

The criteria and standards set for student work and learning is a mystery to most students.

Students tend to hand in their work and hope for the best.

Rubrics make teacher's expectations for student work very clear and concrete.

Rubrics communicate the teachers expectations for learning in a clear and accessible format.

They are going to be graded on it!

Or this…

Bonus: Who lives here?

66,000 sq. ft.

$97 Million

She is always

so mean to

me!

But I didn’t know what you

meant.

Hey, you were not specific!

Where I come from,

houses don’t look like that.

House? What

House?

They must have Rubric

s!

"If you get something wrong," she said, "your teacher can prove you knew what you were supposed to do!"

Heidi Goodrich Andrade

“Understanding Rubrics”, Educational Leadership, 54(4)

Rubrics1. A rubric is an assessment and

instruction tool that helps teachers articulate and communicate “what counts” or “what is important” in the lessons and courses they plan to teach.

2. A rubric is usually designed as a one or two-page document formatted with a table or grid that outlines the learning criteria for a specific lesson, assignment, or project.

1. Rubrics tell students they must produce a high quality product.

2. Rubrics set standards. Students know what they must do to achieve a certain level.

3. Rubrics clarify teacher expectations.

4. Rubrics help students become more thoughtful judges of the quality of their own and others’ work.

6. Rubrics have value for other stakeholders (parents administrators, community).

7. Rubrics reduce the amount of time teachers spend evaluating student work.

8. Rubrics are easy to use and explain.

9. Rubrics can be powerful motivational tools.

Problem-Solving RubricFull credit will be given for correct solutions that are clear, logically supported, well-formatted, and well-organized. Partial credit will be given for significant progress toward solution, as long as it demonstrates a recognition of appropriate solution techniques and is clearly presented. No partial credit will be awarded for unrelated information; no partial credit will be awarded for relevant information that is terribly disorganized.

5 4 3 2 1

Problem was successfully solved and solution has no errors in computation. All work was shown.

Problem was solved correctly but not all work was shown; OR problem was solved incorrectly but solution has no more than one error in computation

Problem was solved incorrectly but solution has no more than two errors; one of the errors may be in the math skill/content of assessment

Problem was solved incorrectly or there was substantial progress towards a solution; there are significant errors in computation and algebra but student demonstrates some understanding of the math skill/content of assessment

Problem was started but there are significant errors in computation and algebra; student demonstrates little understanding of the math skill/content of assessment

4-Point Rubric for Problem-Solving Open Ended Questions

Knowledge Strategy Explanation

4completely correct; demonstrates strong understanding of concept

appropriate strategy; correct labels and notation; and complete solution process

each step is completely explained using appropriate vocabulary

3

only one computational or minor algebraic error; demonstrates good understanding of concept

appropriate strategy is utilized; minor errors in notation or labels; and solution is nearly complete

explanation is nearly complete but some gaps exist; vocabulary is appropriate

2

significant computational or algebraic errors;demonstrates some understanding of concept

appropriate strategy is utilized but application is inconsistent; and significant errors in notation or labels

explanation is vague or inconsistent with missing or inappropriate vocabulary

1

significant computational and algebraic errors; demonstrates limited understanding of concept

inappropriate strategy is utilized with irrelevant information; and significant errors in notation and labels

minimal explanation is provided and does not match solution; explanation is unclear with missing and inappropriate vocabulary

0 no answer attempted no apparent strategy no written explanation

Rubrics provide students with more informative feedback about their strengths and areas that need improvement than traditional forms of assessment.

A well-written rubric gives students valuable information about their learning that they can not get from receiving just a grade.

Students who use rubrics tend to be better at assessing the progress of their own work than students who do not.

Rubric-supported assessment tends to encourage content learning as well.

Instructional rubrics can help students become thoughtful judges of the quality of their own work.

Students who use rubrics regularly tend to "think about their own thinking" - a high order thinking skill that fosters deep understanding of the subject or task at hand.

1. Determine the specific tasks and outcomes

2. Keep it short and simple (Include 4 - 15 items; use brief statements or phrases)

3. Each rubric item should focus on a different specific skill

4. Focus on how students develop and express their learning

5. Evaluate only measurable criteria

6. Ideally, the entire rubric should fit on one sheet of paper

7. Reevaluate the rubric (Did it work? Was it sufficiently detailed?)

Delicious

Tasty Edible No, Thank You

Taste

Texture

Richness

Visual Appeal

Don’t use “canned” rubrics without careful consideration of their quality and appropriateness

They are for your students and not someone else's

Include students in the creation process

Consider using “I” in the descriptors

“Oops, I did not follow the MLA documentation

format”.

Tip #2

Provide students with examples that meet and exceed the standards

…and some that do not.

Tip #3

Don’t wait until students complete their work. Use your rubrics as formative assessments and to guide the editing / revision process.

Tip #4

Revise, revise and revise. Good rubrics are continually revised based on the student work they produce.

Tip #5

Don’t keep your good rubrics to yourself—share with others! Become a force that raises the bar at your school.

Tip #6

Do your rubricsChallenge ALL

students to achieve

at higher levels?

The Rubric Design Studio structures the rubric design process for you. You can create as many rubrics as you want. At each stage of the rubric design process, the Rubric Machine provides tips and hints to help you.

There are 6 steps to the design process. Take the time to get familiar with the steps by "messing around". You can restart or re-edit your entries at any time:

Identify Learning Goals link is www.thinkinggear.com/tools/studio.cfm?t_id&step=1 Create Criteria: Review Models of Work link is www.thinkinggear.com/tools/studio.cfm?t_id&step=2 Create Criteria: Brainstorm "What Counts" link is www.thinkinggear.com/tools/studio.cfm?t_id&step=3 Create Criteria: Refine Criteria link is www.thinkinggear.com/tools/studio.cfm?t_id&step=4 Determine Qualities: "What's Excellent (and What's Unsatisfactory)" link is www.thinkinggear.com/tools/studio.cfm?t_id&step=5 Save / View Rubric link is www.thinkinggear.com/tools/studio.cfm?t_id&step=6