Rubrics : An introduction

Student score Example

What information do you get about the student learning and performance in a project by this scores

Project skills needed Research Design Analysis Evaluation Application Synthesis etc.

Name Marks

ABC 90XYZ 78PQR 80QWE 72WRT 85

Assessment methods Assessmen

t

Direct Indirect

Norm based

Criteria based

Self assessmen

tOpinion based

Marks Rubrics

comparison of individual’s performance to others who have completed the same assessment

comparison of individual’s performance with respect to target criteria of quality/outcome

Norm referenced Comparison of one individual’s performance

to others who have completed the same assessment

Test-taker earns a certain number of points for each correct answer, and the scorer totals the number of points earned for the correct answers to create a score.

The assumption is that the individual’s score represents the individual’s knowledge of the subject matter being tested

Criterion referenced

They are designed to compare a student’s performance to a particular standard or criterion.

Interpretations of scores in relation to the body of knowledge.

Test takers are given a task, and their response - performance, behavior, or a final product – is assessed for the degree to which it meets certain levels of quality.

What is a Rubric? Rubrics is systematic assessment tools

based on the detailed analysis of activity A rubric is a measurement tool that

describes the criteria against which a performance, behavior, or product is compared and measures.

Rubrics list the criteria established for a particular task and the levels of achievement associated with each criterion.

These are often developed in the form of a matrix.

Rubric A systematic scoring guideline to

evaluate students’ performance (papers, speeches, problem solutions, portfolios, cases) through the use of a detailed description of performance levels.

Used to get consistent scores across all students.

Allows students to be more aware of the expectations for performance and consequently improve their performance.

Analytic Rubric Presents a description of each level of achievement

for each criterion, and provides a separate score for each criterion.

Advantages: Provides more detailed feedback on student

performance; scoring more consistent across students and raters

Disadvantages Time consuming

Use when We want to see strengths and weaknesses. We want detailed feedback about student performance.

Holistic Rubric Presents a description of each level of achievement

and provides a single score based on an overall impression of a student's performance on a task

Advantages Quick scoring, provides an overview of student

achievement, efficient for large group scoring Disadvantages

Does not provided detailed information; not diagnostic; may be difficult for scorers to decide on one overall score

Use when We want a quick snapshot of achievement. A single dimension is adequate to define quality.

Why use a Rubric? A rubric creates a common framework and

language for assessment. Complex products or behaviors can be examined

efficiently. Well-trained reviewers apply the same criteria and

standards. Rubrics are criterion-referenced, rather than norm-

referenced. "Did the student meet the criteria for level 5 of the

rubric?" rather than "How well did this student do compared to other students?"

When faculty members collaborate to develop a rubric, it promotes shared expectations and grading practices.

The Parts of a Rubric

Rubrics are composed of four basic parts In its simplest form, the rubric includes:

A task description of the outcome being assessed

The characteristics to be rated (rows). Levels of mastery/scale (columns).▪ Additionally the numeric values assigned to the

levels ▪ Weights may be assigned to the levels

The description of each characteristic at each level of mastery/scale (cells)

Rows/ columns/ Cells in rubrics The characteristics to be rated (rows).

▪ The skills, knowledge, and/or behavior to be demonstrated. Levels of mastery/scale (columns).▪ Labels used to describe the levels of mastery should be

tactful but clear. ▪ Commonly used labels include: ▪ o Exceeds expectations, meets expectations, near expectations,

Below expectations ▪ o Exemplary, proficient, marginal, unacceptable ▪ o Mastery, proficient, developing, novice ▪ o 4, 3, 2, 1

The description of each characteristic at each level of mastery/scale (cells)

Rubric : example template TaskWeight W1 W2 W3 W4 W5

Score(WxS

)

Scale (S)

Criteria

0 1

2 3

4 6

7 8

9 10

Non existing

Marginal

Average Good Exemplary

Criteria 1

Description Description Description Description Description

Comment

Criteria 2

Description Description

Description Description Description

Comment

Example : Research Project assessment rubric Criteria (Rows) : Purpose, Content,

Organization, Style and tone, use of references

Scale ( Columns) : Needs improvement , Competent , Exemplary

Cell Description : As per the matrix

Where to startDeveloping a rubric from scratch can be

challenging. Get ideas by looking at what others have

done Lots of sample rubrics for many disciplines

at: http://www.winona.edu/air/rubrics.htm Online tool for developing rubric (with more

samples): Rubistar for Teachers:

http://rubistar.4teachers.org/index.php Online module for using the Rubistar at:

http://www.vcu.edu/cte/resources/videos/Rubistar_tutorial/index.html

Sources http://www.winona.edu/air/resourceli

nks/rubric_sampler.pdf (document of rubric development – long)

http://www.utexas.edu/academic/mec/research/pdf/rubricshandout.pdf - good description of rubrics with focus on general analytic rubrics for the purpose of assessment

Thanks