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MA in TESOL
Rubrics
A Guide to Development and
Use
Objectives
• By the end of the presentation you
should be able to:
– Describe a rubric (what is it?)
– Describe the purpose of rubrics.
– Describe the difference between holistic
and analytic rubrics.
– List the characteristics of good rubrics.
– Create/modify a rubric for an assignment or
activity in a class you teach.
– Identify strengths and weaknesses in a
rubric.
08/02/09 2
What’s a rubric?
• Rubrics are performance-based
assessments that evaluate student
performance on any given task or
set of tasks that ultimately leads
to a final product, or learning
outcome.
08/02/09 3
08/02/09 4
Which of these reasons are
important to you?
• Importance of Reliability
• Validity of the assessment
• Reduction of bias in grading
• Clarifying goals for you as the teacher
• Communicating expectations to students
• Improve students ability to judge their own perfo
• Means for providing better feedback to students
08/02/09 7
Example: Wrting
Criteria 4 3 2 1
Information in Student Reader has Sequence of
Organizatio logical, presents difficulty information is
interesting information in following work difficult to
n
sequence which logical sequence because follow.
reader can which reader student jumps
follow. can follow. around.
08/02/09 8
Example: Wrting
Criteria W 4 3 2 1
T
Information in Student Reader has Sequence of
Organizatio logical, presents difficulty information is
interesting information in following work difficult to
n
sequence which logical sequence because follow.
reader can which reader student jumps
follow. can follow. around.
Vocabulary Few errors; Fairly broad Adequate but Words don’t fit
precise and vocabulary; repetitive ; the context;
appropriate some errors invented words hard to
understand
Neatness Work is neatly Work has one or Work has three Work is Illegible.
done. two areas that or four areas
are sloppy. that are sloppy.
08/02/09 9
Characteristics of Rubrics
• Increase an assessment's construct and
content validity
• Increase an assessment's reliability
– set criteria that raters can apply
consistently and objectively
• Established criteria reduces bias
• Can help teachers clarify goals and
improve their teaching
• Help learners set goals and assume
responsibility for their learning
08/02/09 10
Characteristics Continued
• Help learners develop their ability
to judge quality in their own and
others' work
• Provides specific feedback about
areas of strength and weakness
• Learners can use rubrics to assess
their own effort and performance
before submitting it
08/02/09 11
Characteristics Continued
• Learners and teachers monitor
progress over a period of
instruction
• Reduces time spent grading
• Engaging students in the design
empowers them
• Moves away from subjective
grading
08/02/09 12
Types of Rubrics
• Ask yourself:
– For a particular task, do you want to
be able to assess how well the
students perform on each criterion,
or do you want to get a more global
picture of the students' performance
on the entire task?
08/02/09 13
Holistic
• a holistic rubric does not list
separate levels of performance for
each criterion
08/02/09 15
Analytic Rubric
Criteria 4 3 2 1
Information in Student Reader has Sequence of
Organizatio logical, presents difficulty information is
interesting information in following work difficult to
n
sequence which logical sequence because follow.
reader can which reader student jumps
follow. can follow. around.
Content Student Student is at Student is Student does not
demonstrates full ease with uncomfortable have grasp of
knowledge (more content, but fails with content information;
than required). to elaborate. and is able to student cannot
demonstrate answer
basic concepts. questions about
subject.
Vocabulary Few errors; Fairly broad Adequate but Words don’t fit
precise and vocabulary; repetitive ; the context;
appropriate some errors invented words hard to
understand
Neatness Work is neatly Work has one or Work has three Work is Illegible.
done. two areas that or four areas
are sloppy. that are sloppy.
08/02/09 16
When to choose an analytic
rubric
08/02/09 17
Designing an Analytic Rubric
• Step 1. Reexamine learning objective to be
addressed by the task.
• Step 2. Identify observable attributes you want to
see (as well as those you don’t want to see) your
students demonstrate in the product, process, or
performance.
• Step 3. Brainstorm characteristics of each attribute.
08/02/09 18
Design Analytic Continued
• Step 4b. Write thorough narrative
description for excellent and poor work for
each individual attribute.
• Step 5b. Complete the rubric by describing
other levels on the continuum that ranges
from excellent to poor for each attribute.
08/02/09 19
Hint: Use Even Number of
Levels
• Use an even number (4 or 6) of levels
of performance on the scale.
• When there are an odd number of
levels, the middle level tends to
become a catch-all category.
• With an even number of levels, raters
have to make a more precise judgment
about a performance when its quality is
not at the top or bottom of the scale.
08/02/09 20
Hint: Arrange Levels High to
Low
• High to low scale.
• Students read first the description
of an exemplary performance in
each criterion.
08/02/09 21
Sample High to Lows
4 3 2 1
Exemplary Excellent Acceptable Unacceptable
08/02/09 22
More Hints
• Limited number of dimensions or
criteria.
– The criteria are those components that are
most important to evaluate in the given
task and instructional context.
– A rubric with too many dimensions may be
unworkable in classroom assessment.
• Equal steps along the scale.
– The difference between 4 and 3 should be
equivalent to the difference between 3 - 2
and 2 - 1.
– "Yes, and more", "Yes", "Yes, but", and
08/02/09"No" 23
4 3 2 1
Comprehen Always Almost always Gist and main Isolated bits are
sibility comprehen comprehensible ideas are comprehensible
sible comprehensible
Vocabulary
08/02/09 24
Rubrics Online
• http://www.teach-nology.com
• http://www.rubistar.4teachers.org
• http://www.rubrics4teachers.com
08/02/09 25
Review
• Describe a rubric (what is it).
• Describe the purpose of rubrics.
• Describe the difference between holistic
and analytic rubrics.
• List the characteristics of good rubrics.
• Create/modify a rubric for an assignment or
activity in a class you teach.
• Identify strengths and weaknesses in a
rubric.
08/02/09 26
Closing Slide: Alex Dugan MA
in TESOL
Rubrics
A Guide to Development and
Use
08/02/09 27