Rubrics

General Scoring Rubric For Open-Ended Questions

Here is an example rubric, in this case a general scoring rubric for open-ended questions...

Sort papers first into three stacks:

• good responses (5 or 6 points),
• adequate responses (3 or 4 points), and
• inadequate responses (1 or 2 points).

Each of those three stacks then can be re-sorted into 2 stacks...

• Good Responses:
• Exemplary=6 points
  Gives a complete response with a clear, coherent, unambiguous, and elegant explanation; includes a clear and simplified diagram; communicates effectively to the identified audience. shows understanding of the open-ended problem's..ideas and processes; identifies all the important elements of the problem; may include examples and counterexamples; provides strong supporting arguments.
• Competent=5 points
  Gives a fairly complete response with reasonably clear explanations; may include an appropriate diagram; communicates effectively to the identified audience; shows understanding of the problem's..ideas and processes; identifies the most important elements of the problem; presents solid supporting arguments.

• Adequate Responses:
• Satisfaction=4 but minor flaws
  Completes the problem satisfactorily but the explanation may be muddled; argumentation may be incomplete; diagram may be inapropriate or unclear; understands the underlying...ideas and uses them effectively.
• Nearly satisfactory=3 but serious flaws
  Begins the problem apropriately but may fail to complete or may omit significant parts of the problem; may fail to show full understanding of ideas and processes; may make major computational errors; may misuse or fail to use correct terms; response may reflect an inappropriate strategy for solving the problem.

• Inadequate Responses:
• Begins but fails to complete problem=2
  Explanation is not understandable; diagram may be unclear; shows no understanding of the problem situation; may make major computational errors;
• Unable to begin effectively=1
  Words do not reflect the problem; drawings misrepresent the problem situation copies parts of the problem but without attempting a solution; fails to indicate which information is appropriate to problem.
• No attempt=0.

As Rubistar points out: Rubrics are often used to grade student work but they can serve another, more important, role as well: Rubrics can teach as well as evaluate. By outlining what is expected, your students will be able to better evaluate their own progress and make adjustments as needed.