Rubrics

A rubric is a clear set of guidelines so that evaluating student performance to done in an objective and in a consistent way. A scoring guideline, like a rubric, provides a way to assess student work using judgments that are fair and sound.

Some principles to consider when creating a rubric:

  • The criteria are objective and consistent
  • It is focused on measuring a stated objective and standard
  • Uses a range to rate performance of objective mastery
  • Contains specific performance criteria arranged in levels indicating the degree to which a standard should be met.

Before creating a rubric consider:

  • What knowledge, skills or attitudes do you wish students to develop/demonstrate through this assessment?
  • Rubrics are a critical link between assessment and instruction. If created well, they clearly demonstrate what the criteria for excellence looks like.

A rubric contains clearly defined and stated objectives, assessments and scoring guidelines can help ensure students meet and exceed your learning goals. Use the steps below as a guideline for creating your own scoring guideline.

  1. Decide the dimensions of the performance or product to be assessed
  2. Review examples of student work to see if you have omitted any criteria
  3. Write a definition for each dimension
  4. Develop a scale for describing the range of performance for each dimension
  5. Or use a checklist to record required attributes of the performance/ product
  6. Evaluate the scoring guidelines for validity and consistency
  7. Pilot test
  8. Revise and retest
  9. Implement the scoring guidelines with students

Developing a Rubric

General areas in which you will be awarding marks:

  1. Levels of Achievement (Across the Top)
  • Excellent, Good, Satisfactory, Unsatisfactory
  • Exemplary, Proficient, Acceptable, Unacceptable
  • Sophisticated, Competent, Not Yet Competent
  • Expert, Proficient, Developing, Novice
  • Numbers (i.e. 4,3,2,1 or 3,2,1 or 3,2,1,0 etc.)

2. Criteria for Levels of Mastery

  • Specific, measurable, action-oriented,
  • Quantity measures (How many? How much?)
  • Quality measures (How well?)
  • Frequency measures (How often?)
  • Consequences (result of performance at a certain level) (i.e. grammatical errors result in poor readability and unclear communication of ideas)
  • Conditions (i.e. speed, accuracy)
  • Provides a clear picture of “excellence” and “good enough”

Questions that help define standards of performance:

  1. What does excellence look like/sound like? (quantity, quality, descriptive words, accuracy, speed, ) What does “good enough” look like/ sound like?
  2. What are the effects of poor or excellent performance?
  3. What specific criteria or elements, present (or not present) in the student’s work, characterize various levels of achievement in each area (Start by describing excellence, then unsatisfactory, then in between)?

Resources and Examples