Rubrics to Improve Student Learning and Performance What It is and how it is applied to STEM curriculum Created by The University of North Texas in partnership.

Rubrics to Improve Student Learning and Performance

What It is and how it is applied to STEM curriculumCreated by The University of North Texas in partnership with the Texas Education Agency

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In reviewing the content of this professional development In reviewing the content of this professional development module it may be helpful for you to use the following tools to module it may be helpful for you to use the following tools to take notes, summarize key points and identify ideas to take notes, summarize key points and identify ideas to implement in your classroom:implement in your classroom:

Cornell Notes ExampleCornell Notes Example Sample Cornell Notes Sheet that Sample Cornell Notes Sheet that demonstrates how to take notes, summarize key points, and identify demonstrates how to take notes, summarize key points, and identify specific ideas for implementation.specific ideas for implementation.Cornell Notes FormCornell Notes Form Blank Cornell Notes Sheet for use in taking Blank Cornell Notes Sheet for use in taking notes, summarizing key points, and identifying specific ideas for notes, summarizing key points, and identifying specific ideas for implementation.implementation.Mind Map ExampleMind Map Example Examples of how to use a mind map to take Examples of how to use a mind map to take notes, summarize key points, and identify specific ideas for notes, summarize key points, and identify specific ideas for implementation.implementation.Mind Map Blank FormMind Map Blank Form Blank Mind Map for use in taking notes, Blank Mind Map for use in taking notes, summarizing key points, and identifying specific ideas for summarizing key points, and identifying specific ideas for implementation.implementation.Action PlanAction Plan Form to use in taking ideas for implementation from Form to use in taking ideas for implementation from the professional development module (from Cornell Notes Sheet and/or the professional development module (from Cornell Notes Sheet and/or Mind Map ) and planning to implement them in your classroom.Mind Map ) and planning to implement them in your classroom.

UNT in partnership with TEA, Copyright © 2008. All rights reserved.

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What is a Rubric?

A set of scoring guidelines for judging student work of performance-based tasks.

Answers the question:“What do proficiency, and varying

degrees of proficiency, at a task look like?”


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About Rubrics

Rubrics can be used to evaluate process and content.

A scaled set of criteria defines, for students and teachers, what the range of an acceptable and unacceptable performance looks like.

Is an authentic assessment tool useful in assessing criteria that are complex and subjective.


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About Rubrics

The criteria provides descriptions of each level of performance in terms of what students are able to do; and, assign labels, such as:

ExcellentProficientUnacceptable


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About Rubrics

Rubrics can be created by teachers, students, and/or interested parties.

Rubrics provide a framework that assists teachers in evaluating student performance.


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Good Scoring Rubrics…

Help teachers define excellence and plan how to help students achieve it.

Communicate to students what excellence looks like and how to evaluate their own work.

Communicate goals and results to parents, employees, and others.


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Good Scoring Rubrics…

Help teachers and raters to be accurate, unbiased, and consistent in scoring.

Documents procedures used in making important judgments about students.


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Rubric By Multiple Assessors

To review and critique work done according to designated standards for:

Self-assessmentPeer assessmentTeacher assessmentOther


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Student Results

They learn criteria for achievement levels and how to set clear goals for their own achievements and others.

As they work with peers and teachers to develop rubrics, the sense of collaboration and ownership in their learning becomes very important to them.


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Advantages of Using Rubrics

More objective and consistent assessment.

Helps teachers/students define “quality”.

Clearly shows students how work will be evaluated and what is expected.

Helps students accept responsibility for their own learning.


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More Advantages

Provides useful feedback regarding effectiveness of instruction.

Reduces time teachers spend grading student work.

Easier for teachers to explain to students why they received grade, and what they can do to improve.


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Rubric Template

Task Statement:________________________________________________Task Assignment:_______________________________________________

Criteria LevelsConcepts

SkillsNovice

1Developing

2

Accomplished3

Exemplary4

Score

Total Score:

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Steps in Creating A Rubric

Step 1: Review TEKS, learning outcomes,performance, and products for

yourcurriculum/course.


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STEM Application

STEP 1: Review TEKS for Architectural Graphics 123.62, such as…

(2) (A) Develop, or, improve architectural drawings that conform to industry standards;

(5) (B) Use a variety of architectural graphics tools, equipment, and machines (traditional and computer-based) to produce drawings or models;

(8) (B) Participate in the organization and operation of a real or simulated architectural graphics project; and,

(12) (D) Use the appropriate scales for measuring.


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Step 2:Determine the skill, product,

process,or performance for which the rubric

isto be written.


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STEM Application

Step 2: The student will design and draw a house plan that shows the location and dimensions of exterior

andinterior walls, windows, doors,appliances, cabinets, fireplaces, and other fixtures of the student’s dreamhouse, meeting guidelines that must

be satisfied.UNT in partnership with TEA, Copyright © 2008. All rights reserved.

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Step 3:Determine intended use(s) of

rubric:

Teacher scoring tool Expert evaluator scoring tool Student coaching tool Peer or self-evaluation tool Combination of above


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STEM Application

Step 3: The rubric will be used as:

Teacher scoring tool ***

Student coaching toolSelf-evaluation tool

***Later, we will address NumericalScales.


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Step 4:Develop a specific Task Statement

thatreflects both cognitive and

performancecomponents of task.

Place Task Statement at top of rubric.


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STEM Application

Step 4:

Task Statement: Design and draw a

floor plan of your dream house.


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Step 5:Specify the general requirements for the task in a Task Assignmentstatement.

Place the Task Assignment statement under the Task Statement.


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STEM Application

Step 5:Task Statement: Design and draw a floor plan of my dream house.

Task Assignment: Show location anddimensions of exterior and interior walls,windows, doors, appliances, cabinets,fireplaces, and other fixtures of my dream house, meeting required guidelines.


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Step 6:Identify most important concepts

orskills being assessed in the task.

These should be placed in spaces going down left side of rubric.


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STEM Application

STEP 6: Concepts/Skills to be assessed:

Determining style and shape of house based on the property upon which it is located.

Identifying areas of house based on required guidelines.

Showing “traffic flow” in design. Dimensioning and labeling drawing. Justifying plan by explaining why portions are

located where, and why certain dimensions are what they are.

Defining terms used in construction industry used to identify parts of the construction.


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Step 7:Identify criteria levels for the task.

Criteria levels should be listed across top of rubric from lowest quality level the far left to highest quality level at

far right.


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Highest Quality Level

Highest quality level defines superior“A” work. Exemplary Exceptional Advanced

Fantastic Outstanding Impressive

Super World Class Topnotch


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2nd Highest Quality Level

2nd highest level defines high quality;

what one might say is high “B” work.Accomplished Skilled Proficient

Effective Efficient Successful

Masterful Talented Competent


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3rd Highest Quality Level

3rd highest level defines mediocre quality; what one might say is high “C”or “D” work. Developing Adequate Acceptable

Amateur Apprentice Passable

Respectable Presentable SatisfactoryUNT in partnership with TEA, Copyright © 2008. All rights reserved.

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4th Highest Quality Level

4th highest level defines weak quality work; what one might say is “D”or “F” work. Novice Discovering Awareness

Beginner Not-Yet Incomplete

Emerging Intermediate Needs Work


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STEM Application

STEP 7:Criteria levels for Floor Plan Rubric :

Exemplary – highest quality level Accomplished – 2nd highest quality

level Developing – 3rd highest quality level Novice – 4th highest quality level


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Step 8: Describe qualifications forconcepts/skills listed down the left sideof rubric for each identified criterialevel listed across top of rubric.

Descriptions should specifically identify the behavior, performance, product the learner has attained.


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STEM Application

STEP 8: Qualification description:Determine the style and shape of house based on property upon which it is located.

Novice – Little regard given to the property. Developing – Style and shape based only on the size of the property. Accomplished – Style and shape of house works

with the property’s size and shape. Exemplary – Style and shape enhances the

property.


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STEM Application

STEP 8: Complete quality description

for remaining concepts/skills listedbelow:

Identify areas of the house… Show “traffic flow” … Dimension and label drawing… Justify plan by explaining why … Define various terms used…


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Step 9: Numerical Scales usenumbers or assign points to acontinuum of performance levels.

Clearly label and define points Avoid scales with more than 6-7 points Have as many points as can be well

defined, and cover the range from poor to excellent performance


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STEM Application

Step 9: A Numerical Scales:

Levels of quality for each criteria described in Step 7 could be organizedas:

Lowest level to Highest level 1 2 3 4


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Step 10:Rethink your scale: Does a ( )- pointscale differentiate enough between types of student work to satisfy you?

Adjust the scale if necessary. Reassess student work and score it

against the developing rubric.


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Step 11: Evaluate the rubric.

Does rubric relate to outcome(s) being measured? Does it cover important dimensions of student

performance? Do criteria reflect “excellence” in the field? Are categories, or scales, well defined? Is there a clear basis for assigning scores at each

scale point? Is rubric useful, feasible, manageable, and

practical?


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Step 12: Test the rubric with students.

When rubrics are not clear, teachers and

students become frustrated and/or disappointed.

Students don’t enjoy working hard, thinking they’re getting it right, and finding out that it isn’t.


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Step 13:Keep track of the strengths and shortcomings of the rubric when

you use it to assess student work.


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Step 14:Revise the rubric as necessary.


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Scoring and Grading

Key Points: Criteria seldom considered equal

value. Determine if all quality levels are

eligible for points. Criteria at 2nd or 3rd lowest level may

not be considered “score-able”. Efforts below score-able level may be

considered “not yet” and students are expected to refine until reaches score-able.


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STEM Application

The criteria used in the Floor Plan could

be weighted as follows:

POINTS CRITERIA30 Determining style and shape of house 20 Identifying areas of house based15 Showing “traffic flow” in the design15 Dimensioning and labeling the drawing10 Justifying plan10 Defining terms used in construction industry


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STEM Application

See Job Aid: Floor Plan Rubric.


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Methods for Converting Rubric Scores to Grades

Various Methods Include:

Rated ChecklistsWeighted ChecklistsFixed percent scaleTotal PointStandards-based


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Total Point Method

Students earn points for each concept, or skill, to be assessed.

Point values should be determined prior to starting the assignment.

Points should be worded in the positive. A project may be worth 100 points. Total points add up to a number that

can be converted to a percentage.


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Stem Application

See Job Aid for The Floor Plan:

“Totaling Points Example”


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Free Rubric Builder Sites

Rubistar: http://rubistar.4teachers.org

iRubric: http://www.rcampus.com

My Teacher Tools: http://myteachertools.com

Rubrics4teachers: http://www.rubrics4teachers.com


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References

Health Science Technology Education Assessment Tools. CD-ROM. 2006

Rubistar: http://rubistar.4teachers.org

iRubric: http://www.rcampus.com

My Teacher Tools: http://myteachertools.com

Rubrics4teachers: http://www.rubrics4teachers.com


Rubrics to Improve Student Learning and Performance What It is and how it is applied to STEM curriculum Created by The University of North Texas in partnership.

Documents

rubrics rubrics

good scoring rubrics

student performance

action plan unt

key points

specific ideas

texas education agency

time teachers