CHRISTINE WEBER. PH.D.

UNIVERSITY OF NORTH FLORIDA

CWEBER@UNF.EDU

Designing Rubricsthat Assess Student

Work

Session Outline

Identify the components of a rubric.

Practice developing a rubric.

As the Assessor – Consider 3 Basic Questions What kind of evidence do we need to support the attainment of goals?

Tasks that reveal understanding, such as comparing and contrasting or summarizing key concepts

Tasks that apply learning in meaningful and relevant ways

What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved?

Criteria, rubrics, and exemplars are needed

Requires rigorous work that mirrors the work of experts

Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding?

Validity and reliability concerns

Collecting a Range of Evidence Determine a range of assessment evidence for advanced and gifted learners related

to the

Enduring understanding

Topics important to know and do

Worth being familiar with

Which assessment methods best fit the 3 categories?

Worth being familiar with

Important to know and do

Enduring Understanding

Designing a Rubric that Supports a Performance Task

Complex challenges that mirror the issues and problems faced by adults Real or simulated settings, authentic Requires students to address audience in non-exam conditions Divergent – no single best answer Subjective judgment based scoring using criteria or rubric Greater opportunity to personalize task Students given criteria in advance Uses the language in the standards to help identify traits to be

assessed Assesses complex thinking

A rubric is a set of rules that …

Shows levels of quality

Communicates standards

Tells students expectations for assessment task

Is NOT a checklist (yes or no answers)

Determine Levels of Achievement

What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved? Traits or Dimensions (avoid products in this column)

sometimes referred to as criteria, encompass the knowledge, skills, and understanding to be assessed.

Indicators are descriptive terms for differentiating among degrees of understanding, proficiency, or quality

Rating Scale discriminates among the various levels of performance.

Basic Rubric Template:

Scale

Dimension/Trait

Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Rubric TypesHolistic – provide an overall impression of the

elements of quality and performance levels in a student’s work

Analytic – divides a student’s performance into two or more distinct dimensions (criteria) and judges each separately

Generic – general criteria in given performance areaTask-Specific – designed for use with particular

assessment activity

Template for Holistic Rubrics:Score Description

5 Demonstrates complete understanding of the problem. All requirements of task are included in response.

4 Demonstrates considerable understanding of the problem. All requirements of task are included.

3 Demonstrates partial understanding of the problem. Most requirements of task are included.

2 Demonstrates little understanding of the problem. Many requirements of task are missing.

1 Demonstrates no understanding of the problem

0 No response/task not attempted

Template for Analytic Rubrics:Beginning

1Developing

2Accomplished

3Exemplary

4Score

Trait #1 Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance

Trait #2 Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance

Trait #3 Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance

Trait #4 Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance

Audience Enthusiasm Rubric:

(16 points)Exemplary Acceptable Needs

WorkRetire

Facial Expression

Thought Process

Movement

Oral Participation

Bright, lit up

Eyes not blinking

Focused on teacher

Wheels in high gear

Quick, alert motions

Non-stop on task talking

Bright, lit up

Eyes sometimes focused on teacher

Wheels in relaxed motion

Casual motions

Talks when needed or told

Eyes glazed over and bloodshot

Wheels are rusty and slow

Sluggish – an occasional itch

Occasional grunts

Eyes closed; Drooping

Wheels aren’t invented

Coma

Drooling

No sound

Naive Developing Sophisticated

Activity--Cooperative Learning

Things to remember when designing a rubric

Indicators are written in clear and specific terms and align with language from the standards.

The wording for the lower level describes what is evident in terms of the poor quality of the work; not what is missing.

The layout is user friendly and developmentally appropriate. May use a table or a grid with bulleted indicators. No blank spaces for indicators are left on the scale.

Benchmark Number:

SC.4.L.17.4

Benchmark Description: Recognize ways plants and animals, including humans, can impact the environment.

Subject Area: Science  

Grade Level: 4  

BODY OF KNOWLEDGE:

Life Science  

Big Idea: Interdependence - A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs.

B. Both human activities and natural events can have major impacts on the environment.

Your task is to create and implement an “eco-friendly” landfill.

Criteria 3 Points 2 Points 1 Point 0 Points Weight TotalKnowledge of the construction components of landfills

Student has an accurate understanding of how a landfill is constructed

Student has a minimal misconception of how a landfill is constructed

Student has a basic understanding of how a landfill is constructed

Student lacks an understanding of how a landfill is constructed

X2  

Understands differences between the construction of standard landfills and “eco-friendly” landfills

Student thoroughly understands the different components of standard and “eco-friendly” landfills

Student has a general understanding of the differences in landfill components

Student has a misconception of the differences in landfill components

Student lacks understanding the differences in landfill components

X2  

Model construction Model is structurally sound, environmentally safe, and displays both internal and external features of an “eco-friendly” landfill

Model displays both internal and external features of an “eco-friendly” landfill, but needs to be more structurally sound / reinforced

Model lacks either internal or external features of an “eco-friendly” landfill; model is structurally weak / unstable

Model is incomplete / non-existent

X2  

Model appearance Model is attractive and displays a dual purpose in future usage

Model is plain; contains dual purpose in future usage

Model is plain; lacks dual purpose in future usage

Model is incomplete / non-existent

X1  

Summary Summary includes a thorough and logical comparison of the benefits of the two types of landfills with the use of graphic organizers

    Summary lacks comparison of the benefits of the two types of landfills; no use of graphic organizers

X2  

Spelling / grammar

0 – 1 error 2 – 3 errors 4 errors 5 or more errors X1  

Summary appearance

Neat / typed with computer generated graphics

Neat / Handwritten with hand-made graphics

Difficult to read / handwritten with no graphics

Illegible / need student to “translate” their handwriting with no graphics

X1  

             

Task Title: The Disease Diary and the Contagious Campaign Approximate Time Frame: 3 Weeks Grade Level: Fourth Grade- Health

HE.4.C.1.6: Identify the human body parts and organs that work together to form healthy body systems.

What desired understandings/ content standards will be assessed through this task?

Trait 4 3 2 1-0 Weight ScoreDiary            Entry Responses -Responds to all three prompts

-Shows complete understanding of human body systems-Responses are on topic-Responses are thorough and well detailed

-Responds to two or more prompts-Mostly shows understanding of human body systems-Responses are mostly on topic-Responses are mostly thorough and detailed

-Responds to one or more prompts-Shows some misconceptions of human body systems-Responses are somewhat on topic-Responses are somewhat thorough and detailed

-Responds to only one prompt-Displays insufficient understanding of human body systems-Responses are off topic-Responses lack thoroughness and detail

X3  

Physical Arrangement All diary entries are well organized and easily distinguishable

Most diary entries are organized and distinguishable

Few diary entries are organized and distinguishable

Diary entries overlap and lack organization

X1  

Proper Grammar and Spelling

Student made one or fewer grammatical and/or spelling errors

Student made two or three grammatical and/or spelling errors

Student made three or four grammatical and/or spelling errors

Student made five or more grammatical and/or spelling errors

X 0.5  

Campaign Poster            Layout All attributes including

campaign slogan,

body system title, and function are accurate and present

Most attributes for poster are accurate and present.

Few attributes for poster are accurate and/or present.

Few or none of the attributes for the poster are accurate and/or present.

X2  

Illustration Illustration is present and all parts of the human body system are accurately labeled

Illustration is present and most parts of the human body system are accurately labeled

Illustration is present but lacks sufficient labeling of the human body system

Illustration is missing or present but lacks any labeling of the human body system.

X2  

Health Content -Three or more steps are listed for maintaining a healthy body system.

-All steps are plausible

-Lists two or more steps for maintaining a healthy body system.

-Most or all steps are plausible

-Lists one or more steps for maintaining a healthy body system

-Few steps are plausible

-Lists only one or no steps for maintaining a healthy body system

-One or no steps are plausible

X2  

Consequences -Three or more consequences are listed

-All consequences are plausible

-Lists two or more consequences

-Most or all consequences are plausible

-Lists one or more consequences

-Few consequences are plausible

-Lists only one or no consequences

-One or no consequences are plausible

X2  

          TOTAL  

Some resources to consider Chapman, C & King, R. (2005). Differentiated assessment strategies. Thousand Oaks,

CA: Corwin Press. Curry, J., & Samara, J. (1991). Product guide kit. The curriculum project. Austin, TX:

Curriculum Project. Karnes, F. A. & Stephens, K. R. (2009). The ultimate guide for student product

development and evaluation (2nd ed.). Waco, TX: Prufrock Press. Reis, S. M., & Renzulli, J. S. (2004). The assessment of creative products in 5

programs for gifted and talented students. In C. M. Callahan (Ed.), Program evaluation in gifted education (pp. 47-60). Thousand Oaks, CA: Corwin Press.

Roberts, J. L. & Inman, T. F. (2009). Differentiating instruction: Practical strategies that work (2nd ed.). Waco, TX: Prufrock Press.

Roberts, J. L., & Inman, T. F. (2009). Assessing differentiated student products: A protocol for development and evaluation. Waco, TX: Prufrock Press.

RubiStar is a free online tool to help teachers create quality rubrics.http://rubistar.4teachers.org/cTeach-nology

Rubric Generator - create online rubricshttp://www.teach-nology.com/web_tools/rubrics/

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.