Creating Rubrics
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Opening Slide: Alex Dugan MA in TESOL
Rubrics A Guide to Development and Use
Objectives • By the end of the presentation you should be able to: – Describe a rubric (what is it?) – Describe the purpose of rubrics. – Describe the difference between holistic and analytic rubrics. – List the characteristics of good rubrics. – Create/modify a rubric for an assignment or activity in a class you teach. – Identify strengths and weaknesses in a rubric. 08/02/09
2
What’s a rubric? • Rubrics are performance-based assessments that evaluate student performance on any given task or set of tasks that ultimately leads to a final product, or learning outcome.
08/02/09
3
08/02/09
4
Which of these reasons are important to you? • • • • • • •
Importance of Reliability Validity of the assessment Reduction of bias in grading Clarifying goals for you as the teacher Communicating expectations to students Improve students ability to judge their own perfo Means for providing better feedback to students
08/02/09
Page 5 Lesson Builder
5
Definition • "Rubrics" explicitly state criteria for assignments. • May lead to a grade or be part of the grading process. • Are more specific, detailed, and disaggregated than a grade. • Show strengths and weaknesses in student work. 08/02/09
6
Another definition
(Jon Mueller. Professor of Psychology, North Central College)
• Assess student performance along a task-specific set of criteria • Measures performance against a predetermined criteria • Includes essential criteria for the task • Has multiple levels of performance 08/02/09
7
Example: Wrting Criteria
4
3
2
1
Information in logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Student does not have grasp of information; student cannot answer questions about subject.
Reference
Work displays the correct number of references, written correctly.
Reference section was completed incorrectly
Work does not have the appropriate number of required references.
Work displays no references.
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is Illegible.
Organizatio n
08/02/09
8
Example: Wrting Criteria
W T
4
3
2
1
Information in logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Student does not have grasp of information; student cannot answer questions about subject.
Vocabulary
Few errors; precise and appropriate
Fairly broad vocabulary; some errors
Adequate but repetitive ; invented words
Words don’t fit the context; hard to understand
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is Illegible.
Organizatio n
08/02/09
9
Characteristics of Rubrics • Increase an assessment's construct and content validity • Increase an assessment's reliability – set criteria that raters can apply consistently and objectively
• Established criteria reduces bias • Can help teachers clarify goals and improve their teaching • Help learners set goals and assume responsibility for their learning 08/02/09
10
Characteristics Continued • Help learners develop their ability to judge quality in their own and others' work • Provides specific feedback about areas of strength and weakness • Learners can use rubrics to assess their own effort and performance before submitting it 08/02/09
11
Characteristics Continued • Learners and teachers monitor progress over a period of instruction • Reduces time spent grading • Engaging students in the design empowers them • Moves away from subjective grading 08/02/09
12
Types of Rubrics • Ask yourself: – For a particular task, do you want to be able to assess how well the students perform on each criterion, or do you want to get a more global picture of the students' performance on the entire task?
08/02/09
13
Holistic • a holistic rubric does not list separate levels of performance for each criterion • a holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole. 08/02/09
14
Holistic Rubric (Accent) Score Level
08/02/09
Criteria
4
The student’s accent has no trace of first language influence. Accent is fairly Standard American.
3
The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation.
2
The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable.
1
The student’s accent is very much affected by L1 intonation and it is difficult to understand.
15
Analytic Rubric Criteria
4
3
2
1
Information in logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Vocabulary
Few errors; precise and appropriate
Fairly broad vocabulary; some errors
Adequate but repetitive ; invented words
Student does not have grasp of information; student cannot answer questions about subject. Words don’t fit the context; hard to understand
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Organizatio n
08/02/09
Work is Illegible.
16
When to choose an analytic rubric • Want to assess each criterion separately • Involve large number of criteria • More variance across the criteria • Need to weight criteria differently
08/02/09
17
Designing an Analytic Rubric • Step 1. Reexamine learning objective to be addressed by the task. • Step 2. Identify observable attributes you want to see (as well as those you don’t want to see) your students demonstrate in the product, process, or performance. • Step 3. Brainstorm characteristics of each attribute.
08/02/09
18
Design Analytic Continued • Step 4b. Write thorough narrative description for excellent and poor work for each individual attribute. • Step 5b. Complete the rubric by describing other levels on the continuum that ranges from excellent to poor for each attribute.
08/02/09
19
Hint: Use Even Number of Levels • Use an even number (4 or 6) of levels of performance on the scale. • When there are an odd number of levels, the middle level tends to become a catch-all category. • With an even number of levels, raters have to make a more precise judgment about a performance when its quality is not at the top or bottom of the scale. 08/02/09
20
Hint: Arrange Levels High to Low • High to low scale. • Students read first the description of an exemplary performance in each criterion.
08/02/09
21
Sample High to Lows 4
3
2
1
Exemplary
Excellent
Acceptable
Unacceptable
Exceeds expectations
Meets expectations
Progressing
Not there yet
Superior
Good
Fair
Needs work
08/02/09
22
More Hints • Limited number of dimensions or criteria. – The criteria are those components that are most important to evaluate in the given task and instructional context. – A rubric with too many dimensions may be unworkable in classroom assessment.
• Equal steps along the scale. – The difference between 4 and 3 should be equivalent to the difference between 3 - 2 and 2 - 1. – "Yes, and more", "Yes", "Yes, but", and 08/02/09"No" 23
4
3
2
1
All
Most
Some
Very few or none
Frequency
Always
Usually
Some of the time
Rarely or not at all
Accuracy
No errors
Few errors
Some errors
Frequent errors
Comprehen sibility
Always comprehen sible
Almost always comprehensible
Gist and main ideas are comprehensible
Isolated bits are comprehensible
Content coverage
Fully developed, fully supported
Adequately developed, adequately supported
Partially developed, partially supported
Minimally developed, minimally supported
Range
Broad
Adequate
Limited
Very limited
Variety
Highly varied; nonrepetitive
Varied; occasionally repetitive
Lacks variety; repetitive
Memorized; highly repetitive
Task
Vocabulary
08/02/09
24
Rubrics Online • http://www.teach-nology.com • http://www.rubistar.4teachers.org • http://www.rubrics4teachers.com
08/02/09
25
Review • • • • • •
Describe a rubric (what is it). Describe the purpose of rubrics. Describe the difference between holistic and analytic rubrics. List the characteristics of good rubrics. Create/modify a rubric for an assignment or activity in a class you teach. Identify strengths and weaknesses in a rubric.
08/02/09
26
Closing Slide: Alex Dugan MA in TESOL
Rubrics A Guide to Development and Use
08/02/09
27
Rubrics A Guide to Development and Use
Objectives • By the end of the presentation you should be able to: – Describe a rubric (what is it?) – Describe the purpose of rubrics. – Describe the difference between holistic and analytic rubrics. – List the characteristics of good rubrics. – Create/modify a rubric for an assignment or activity in a class you teach. – Identify strengths and weaknesses in a rubric. 08/02/09
2
What’s a rubric? • Rubrics are performance-based assessments that evaluate student performance on any given task or set of tasks that ultimately leads to a final product, or learning outcome.
08/02/09
3
08/02/09
4
Which of these reasons are important to you? • • • • • • •
Importance of Reliability Validity of the assessment Reduction of bias in grading Clarifying goals for you as the teacher Communicating expectations to students Improve students ability to judge their own perfo Means for providing better feedback to students
08/02/09
Page 5 Lesson Builder
5
Definition • "Rubrics" explicitly state criteria for assignments. • May lead to a grade or be part of the grading process. • Are more specific, detailed, and disaggregated than a grade. • Show strengths and weaknesses in student work. 08/02/09
6
Another definition
(Jon Mueller. Professor of Psychology, North Central College)
• Assess student performance along a task-specific set of criteria • Measures performance against a predetermined criteria • Includes essential criteria for the task • Has multiple levels of performance 08/02/09
7
Example: Wrting Criteria
4
3
2
1
Information in logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Student does not have grasp of information; student cannot answer questions about subject.
Reference
Work displays the correct number of references, written correctly.
Reference section was completed incorrectly
Work does not have the appropriate number of required references.
Work displays no references.
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is Illegible.
Organizatio n
08/02/09
8
Example: Wrting Criteria
W T
4
3
2
1
Information in logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Student does not have grasp of information; student cannot answer questions about subject.
Vocabulary
Few errors; precise and appropriate
Fairly broad vocabulary; some errors
Adequate but repetitive ; invented words
Words don’t fit the context; hard to understand
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is Illegible.
Organizatio n
08/02/09
9
Characteristics of Rubrics • Increase an assessment's construct and content validity • Increase an assessment's reliability – set criteria that raters can apply consistently and objectively
• Established criteria reduces bias • Can help teachers clarify goals and improve their teaching • Help learners set goals and assume responsibility for their learning 08/02/09
10
Characteristics Continued • Help learners develop their ability to judge quality in their own and others' work • Provides specific feedback about areas of strength and weakness • Learners can use rubrics to assess their own effort and performance before submitting it 08/02/09
11
Characteristics Continued • Learners and teachers monitor progress over a period of instruction • Reduces time spent grading • Engaging students in the design empowers them • Moves away from subjective grading 08/02/09
12
Types of Rubrics • Ask yourself: – For a particular task, do you want to be able to assess how well the students perform on each criterion, or do you want to get a more global picture of the students' performance on the entire task?
08/02/09
13
Holistic • a holistic rubric does not list separate levels of performance for each criterion • a holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole. 08/02/09
14
Holistic Rubric (Accent) Score Level
08/02/09
Criteria
4
The student’s accent has no trace of first language influence. Accent is fairly Standard American.
3
The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation.
2
The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable.
1
The student’s accent is very much affected by L1 intonation and it is difficult to understand.
15
Analytic Rubric Criteria
4
3
2
1
Information in logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Vocabulary
Few errors; precise and appropriate
Fairly broad vocabulary; some errors
Adequate but repetitive ; invented words
Student does not have grasp of information; student cannot answer questions about subject. Words don’t fit the context; hard to understand
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Organizatio n
08/02/09
Work is Illegible.
16
When to choose an analytic rubric • Want to assess each criterion separately • Involve large number of criteria • More variance across the criteria • Need to weight criteria differently
08/02/09
17
Designing an Analytic Rubric • Step 1. Reexamine learning objective to be addressed by the task. • Step 2. Identify observable attributes you want to see (as well as those you don’t want to see) your students demonstrate in the product, process, or performance. • Step 3. Brainstorm characteristics of each attribute.
08/02/09
18
Design Analytic Continued • Step 4b. Write thorough narrative description for excellent and poor work for each individual attribute. • Step 5b. Complete the rubric by describing other levels on the continuum that ranges from excellent to poor for each attribute.
08/02/09
19
Hint: Use Even Number of Levels • Use an even number (4 or 6) of levels of performance on the scale. • When there are an odd number of levels, the middle level tends to become a catch-all category. • With an even number of levels, raters have to make a more precise judgment about a performance when its quality is not at the top or bottom of the scale. 08/02/09
20
Hint: Arrange Levels High to Low • High to low scale. • Students read first the description of an exemplary performance in each criterion.
08/02/09
21
Sample High to Lows 4
3
2
1
Exemplary
Excellent
Acceptable
Unacceptable
Exceeds expectations
Meets expectations
Progressing
Not there yet
Superior
Good
Fair
Needs work
08/02/09
22
More Hints • Limited number of dimensions or criteria. – The criteria are those components that are most important to evaluate in the given task and instructional context. – A rubric with too many dimensions may be unworkable in classroom assessment.
• Equal steps along the scale. – The difference between 4 and 3 should be equivalent to the difference between 3 - 2 and 2 - 1. – "Yes, and more", "Yes", "Yes, but", and 08/02/09"No" 23
4
3
2
1
All
Most
Some
Very few or none
Frequency
Always
Usually
Some of the time
Rarely or not at all
Accuracy
No errors
Few errors
Some errors
Frequent errors
Comprehen sibility
Always comprehen sible
Almost always comprehensible
Gist and main ideas are comprehensible
Isolated bits are comprehensible
Content coverage
Fully developed, fully supported
Adequately developed, adequately supported
Partially developed, partially supported
Minimally developed, minimally supported
Range
Broad
Adequate
Limited
Very limited
Variety
Highly varied; nonrepetitive
Varied; occasionally repetitive
Lacks variety; repetitive
Memorized; highly repetitive
Task
Vocabulary
08/02/09
24
Rubrics Online • http://www.teach-nology.com • http://www.rubistar.4teachers.org • http://www.rubrics4teachers.com
08/02/09
25
Review • • • • • •
Describe a rubric (what is it). Describe the purpose of rubrics. Describe the difference between holistic and analytic rubrics. List the characteristics of good rubrics. Create/modify a rubric for an assignment or activity in a class you teach. Identify strengths and weaknesses in a rubric.
08/02/09
26
Closing Slide: Alex Dugan MA in TESOL
Rubrics A Guide to Development and Use
08/02/09
27
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