Rubric Misconceptions

R. Redekopp

Notes from:

How to Create and Use Rubrics for Formative Assessment and Grading

Susan M. Brookhart

Rubrics

• Should be about learning outcomes, not the task itself.

• Descriptions of levels should be descriptions, not evaluative statements.

• Match student work to a description rather than make immediate judgements (p 14.)

Misconceptions

Rubrics should not confuse the learning outcome to be assessed with the task used to assess it.

Rubrics are NOT assignment directions put into chart format.

The focus should be on the learning outcome or proficiency. (p. 15)

Example

A teacher has students create a board game to fulfill an objective in SS about learning why rules are important to a society

The rubric and activities never actually focus on why or how the rules are necessary, but focus instead on the product - the game that the students produce.

Misconception #2

Confusing rubrics with requirements or quantities

Grade focused rather than learning focused.

Misconception #2

Poor rubric for "My Province Poster"

Does not check for understanding of facts.

This could be done with a checklist and assesses compliance - not learning. (p. 21)

4 3 2 1

Facts Includes at least 6 intersting facts

Includes 4 -5 interestign facts

2 - 3 facts included

Several facts are missing

Graphics All graphics are related

One graphics is not related

Two graphics are not related

Graphics are not related

Misconception #3

Rubrics are not rating scales.

This misses the point about a rubric being descriptive - it merely becomes a scale.