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A rubric:
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is an assessment guide that allows you to evaluate something against
a scale of responses
- uses a range of statements to measure a range
of performance quality;
- can be used in a qualitative or quantitative
way;
- is an authentic assessment tool, particularly
useful in assessing criteria which are complex and subjective.
Examine
this extract from a rubric for a slide show presentation.
| Evaluate
the extent to which keywords and ideas have been identified
and used with clarity and accuracy in the presentation.
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| Novice
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Apprentice
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Master
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| Give
this presentation 0-3 if: |
Give
this presentation 4-7 if: |
Give
this presentation 8-10 if: |
| No,
or very few, key ideas have been identified. The presenter
reads text from the screen or does not embroider much
on the points which appear on the screen. |
Presenter
has identified keywords and ideas, but does not expand
much on these ideas. |
Presenter
has made excellent use of well-chosen keywords and ideas
and expands on these ideas at length. |
This
is one of nine criteria, or performance indicators, that are being
measured during the presentation.
No
matter which way you use an assessment rubric, it can have several
advantages.
- It should be performance-based / outcomes-based
i.e. the teacher must know the desired outcomes and performance
indicators
- It should give the student clear guidelines
towards better quality work process and product)
- It can justify the assessment as well as being
instant feedback for the student.
- Assessment becomes part of the learning process
i.e. formative assessment
- The teacher also gets more detailed feedback
- Students can more easily become involved in
the assessment process through ongoing self-assessment and also
peer assessment - this results in more focused work
- Students should know what is expected.
Creating a rubric:
- Determine which learning outcomes
you are assessing.
- Review the measurable criteria
(performance indicators) that should be used to assess performance.
Each should focus on a different skill.
- Decide on how you will measure
the range i.e. a number scale or word scale. (beginning....developing....accomplished....exemplary)
- Describe
the three or four different levels of performance for each criteria.
- First describe the performance
for the highest level.
- Then circle descriptive words
which can vary according to level of performance.
- Then
write the other performance descriptions for those criteria.
- Test the rubric on pupils to
see if they understand the concepts and terms.
- Revise the rubric, if necessary.
Some concepts conveying degrees
of performance:
Depth, breadth, quality, scope, extent, complexity,
accuracy, presence, completeness, consistency, frequency.
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