Rubrics
Why use rubrics? Click the button to read the related information. Notice there are multiple pages that goes through types of rubrics as well as links to web resources for pre-made rubrics as well as web resources for making your own rubric.
Tips from Teachers
- Carefully plan assessment so that it aligns well with instruction and curriculum.
- Ask other teachers or administrators to review your curriculum and assessment to see if they align.
- Use rubrics with fewer categories. It is easier to be consistent with four categories than it is with ten.
- Read several students' responses before developing or using a rubric. Look for a variety of responses.
- Try not to look at students' names while scoring their work.
- Read quickly through all papers before reading each carefully.
- Score students' work with other teachers. Discuss why you assigned each paper the score you gave it.
(NCTM, 2001, p. 132)
Effective feedback is intentionally delivered to provide students with specific information about what they understand and the areas in which they still need to build proficiency, and to guide them to employ specific strategies they must use to improve.
(Bailey & Jakicic, 2012, p. 87)
A good rubric allows the teacher and the student to analyze the students' work, in relation to the descriptive progression, as an aid to decisions about how to proceed.
(L. M. Earl, 2013, p. 103)
Follow-up Tasks for Rubrics
Task 1 - With your grade level team, develop a rubric for an assessment that you will be giving in the near future. As a group create exemplars for the rubric, samples that exceed, meet, and do not meet expectation.
Task 2 - Using the rubric designed in Task 1, score as a grade level several student samples. Discuss with your group, feedback that you can give to students to help them understand ways they can improve their work in the future.
(TLMS 1e,2a, 3a, 3b, 3d, 7b)