Rubrics - an Introduction
Using chocolate chip cookies as an example, this fun video introduces the concept of Rubics for grading. Sorry about the grainy video quality.
- YouTube URL
This tutorial guides you through the basic steps to create a grading rubric for evaluating student performances, including...
- What is a Rubric?
- Why use a Rubric?
- Steps to Create a Rubric
Kathy Schrock has compiles an entire library of rubrics for portfolio and performance task assessments for everything from Common Core State Standards to CCSS Lesson/Unit Review to Student Web Pages.
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.
Originally published in
Assessment of Authentic Performance in School Mathematics (p. 159)
edited by Richard Lesh and Susan J. Lamon, 1992
RubiStar is a example of the tools available on-line to help teachers create quality rubrics. RubiStar includes a tutorial, numerous examples, and a way of making your rubrics interactive.
There's even a rubric available to asses your rubrics.
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.
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