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.
- Decide the dimensions of the performance or product to be assessed
- Review examples of student work to see if you have omitted any criteria
- Write a definition for each dimension
- Develop a scale for describing the range of performance for each dimension
- Or use a checklist to record required attributes of the performance/ product
- Evaluate the scoring guidelines for validity and consistency
- Pilot test
- Revise and retest
- Implement the scoring guidelines with students
Developing a Rubric
General areas in which you will be awarding marks:
- 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:
- What does excellence look like/sound like? (quantity, quality, descriptive words, accuracy, speed, ) What does “good enough” look like/ sound like?
- What are the effects of poor or excellent performance?
- 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)?