Using Rubrics as a Means of Performance Assessment

Sarah MillerFDN 5560, Spring 2005

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Definition of Performance Assessment:

“An approach to measuring a student’s status based on the way that the student completes a specified task” (Popham, 2005, p. 177)Means different things to different teachers: short answer questions, artistic critique, scene performance

The most common way to judge performance-oriented

responses is by using a scoring procedure called a

RUBRIC

Definition of Rubric“Set of scoring guidelines for evaluating students’ work” (Whitcomb, 1999, p.26)“A set of criteria, usually ranging from performance that is considered unacceptable to minimal through progressive stages which eventually defines that which is observable superior performance”

(Callison, 2000, p. 34)

What do rubrics look like?Constructed using a grid pattern

Evaluation skill levels or learning targets are listed in the left-hand columnLevels of performance are listed across the top of the grid3 – 5 levels of performance can be selected per rubricTry to limit learning targets to a reasonable number, one you’re willing to grade!

Sample Rubric – Monologue Performance

Criteria Well AboveStandard

Above Standard

AtStandard

MeetsSome Standards

Below Standard

Lines are memorized

Stage movement is evident

Rehearsal time used effectively

Characterization is evident

Additional Performance Descriptors:

“Excellent, Satisfactory, Unsatisfactory”“Strong, Developing, Limited”“In-Progress, Novice, Intermediate, Advanced”Numbers: 1, 2, 3, 4, 5Letter grades: A, B, C, D, F

Key to rubric-writing success:

Should be based on the learning targets that each instructional unit intends to achieveMUST be generated prior to instructional planning

Four Types of Rubrics:Analytical

Gives points to each response on a criterion-by-criterion basis

HolisticAwards a single, overall response to all of the evaluative criteria as a whole

Primary TraitFocuses on a specific trait or feature (i.e. memorization, use of color, etc)

Developmental ContinuumEvaluates learning using “several points or stages of development over time” (Phillip, 2002, p. 27)

Most important features of a rubric, Popham (2005)

The number of criteria used to determine the quality of a student’s response Whether the rubric will be scored holistically or analytically

Most important features of a rubric, Callison (2000)

Structuring the feedback on the rubric so that the students know how close they are to the highest level of achievementProviding the rubric to the students at the beginning of the instructional unit

Most important features of a rubric, Stefl-Mabry (2004)

All of the important elements of the learning targets should be included on the rubricThe “ultimate purpose of a rubric is to improve performance” (p. 22) by clarifying expectations for both students and parents

Popham, Callison, and Stefl-Mabry agree on one important feature:

The evaluative rating levels of a rubric should be:

DescriptiveDistinctComprehensive

Rubrics are multi-purpose:Gives clear and succinct definition of what an expected standard is for a given age group and taskClearly identifies what is acceptable and unacceptable completion of that taskHelps students and parents understand the expectations of a given assignmentHelps students understand what they must do to achieve a top-level in a given standard

Yup, Rubrics are still multi-purpose:Helps teachers maintain consistency in grading methodsEnhances partnership between parents and the schoolDemystifies the grading experience for studentsHelps students learn what to work towards in each instructional unitHelps teachers intervene quickly when a student falters or seems uncertain about how to do the work

How do you write a rubric?Multiple approaches to writing rubricsExperts list as many as 11 and as few as 5 steps to useIt’s like riding a bike –

Need lots of practice to “catch your balance” with writing rubricsYou might fall off the rubric-writing bike – hop back on and try againBe adventurous – try different “paths” until you find the ones that work best for you

Rubric-writing steps from Stefl-Mabry (2004), Phillip (2002), and Popham (2005)

Identify the intended outcome/skillMake sure the skill (or skills) to be assessed are significantDetermine what student performance would demonstrate the achievement of the skill/outcomeChoose the type of rubric to useCritically evaluate the rubric – does it match your learning targets?Match the length of the rubric to your own tolerance for detail

PROS AND CONS OF RUBRICS

PROSForces teachers to increase focus on instructional content and learning targetsImproves teacher consistency and objectivityGives students a clearer understanding of their progress

CONSRubrics that lack clarity can create chaos and confusion among studentsTakes time & practice to learn to write good rubricsLetter grades are still being used

Rubrics in the Fine Arts Classrooms Historically, traditional grading has been difficult in fine arts classes

Standardized tests do not accurately reflect performance values Conflict between which to emphasize: “process” or “product”Subjective nature of both “process” and “product” can lead to inconsistency in grading

Rubrics enable teachers to judge both process and product

Rubrics in the Fine Arts ClassroomsHelps makes grading of subjective performances more objective, equitable, and accurateEnables teachers to create evaluative standards for multiple areas such as: demonstrations, artistic critiques, working exhibitions, rehearsals, practice sessions, sketch books, singing on pitch, playing instructional games, monologues, playing correct rhythms, scene work, solo or group singing, audience etiquette, scenic design, etc.

Rubric Resources

www.rubrics.comhttp://rubistar.4teachers.org/index.phpwww.rubrics4teachers.comwww.teach-nology.com/web_tools/rubricswww.4teachers.org

Rubrics – the bottom line

They “examine the student in the actual process of learning” (Rose, 1999, p. 30)They provide “an evaluation grid or map so the learner knows what is expected and what will be evaluated (Callison, 200, p. 35)Provides a “checklist for success” for students, parents, and teachers