Rubric s

“Why

did I get 5 out of

10?”

Using rubrics

for fair

and efficie

nt

evaluatio

n

Tumbaco, Pi

chincha

September

18, 2013

Presen

ted by M

arissa

Schaefer-

with

many t

hanks to

Clare MacK

enzie!

OBJECTIVES FOR THIS SESSIONParticipants will- Understand what a rubric is and how it helps

teachers and students measure learning achievement

- Understand the components of a rubric

- Understand the steps for creating a rubric

The best

square

challe

nge

Give it

your b

est sh

ot!

BUBBLE RUBRIC3Superior

2Acceptable

1Not Acceptable

Size Each side of the square is as big as your hand or larger.

Each side is slightly less than the size of your hand.

Each side is significantly less than the size of your hand.

Angles Each angle is exactly 90°.

Each angle is between 85 and 95°.

Each angle is more than 95° or less than 85°.

Color Square is the color specified by instructor.

Square is nearly the color specified by instructor.

Square is not the color specified by the instructor.

WHAT IS A RUBRIC?

SUBJECTIVE GRADING: OUR STORIESHave you ever…• (as a student) taken a test that you didn’t

feel properly prepared for?

• (as a teacher) had a student complain about a grade?

• (as a teacher) struggled to decide what grade to give a student?

The Rubric: An Evaluation tool that…

• Lists the criteria that will be evaluated

• Describes different levels of performance on the task

HOW DO RUBRICS HELP TEACHERS AND STUDENTS?

Rubrics help teachers communicate clear expectations and give clear feedback about students’ performance.

When students know the expectations, they can prepare better. When they receive clear feedback, they know what to improve for the next time.

WHEN & HOW ARE RUBRICS USED?BEFORE the task: to guide students’

preparation

DURING grading: to guide teachers’ evaluation

AFTER the task: to help students see what they need to improve / to help teachers see what they need to focus on teaching

WHAT ARE TH

E ELEMENTS

OF A RUBRIC?

CRITERIA AND DESCRIPTIONSPerformance level 4 (highest)

Performance level 3

Performance level 2

Performance level 1 (lowest)

Criteria 1Description Description Description Description



For example…4 3 2 1

Speaking Clearly

Speaks clearly and loudly at all times (95-100%) and mispronounces no words

Mumbles, speaks too quietly to be understood, and/or mispronounces more than 5 words.

Use of grammar

Applies learned grammar with no errors

Does not apply learned grammar OR makes more than 5 errors

How to

create

a rubric

What fun

it is!

4 STEPS TO CREATING A RUBRIC• Identify the proficiency level (learning goal) to be

achieved• this will come from the National Curriculum or from the

textbook

• Identify the task students will do that will demonstrate that they have achieved this proficiency level

• Divide the task into criteria that you will evaluate in the task

• Write MEASURABLE performance descriptions for each criteria. •hint: start with the lowest and highest, then fill in the middle

Let’s try it!

Read & discuss the example with your partners:

* what is the proficiency level / learning goal?* what is the task?

Next, develop the evaluation rubric with your partners.

RUBRICS TRUE / FALSE

• ‘Makes a good effort’ is an example of a measurable description.

• The first step in making a rubric is to identify the learning goal you want your students to achieve.

• ‘Uses verbs in the simple past tense correctly almost all the time (0-2 errors)’ is an example of a measurable description.

• Teachers should only show rubrics to students after the students have completed the assignment.

Rubric s

Documents