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The Analytic Rubric

The Analytic Rubric. Grade-Level Expectations. The purpose of the analytic rubric is to offer clearly articulated expectations. And so… The first thing you need to do is ask yourself: “What would you consider to be a strong, grade-level performance?” “What will the final product look like?”.

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The Analytic Rubric

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  1. The Analytic Rubric

  2. Grade-Level Expectations • The purpose of the analytic rubric is to offer clearly articulated expectations. And so… • The first thing you need to do is ask yourself: “What would you consider to be a strong, grade-level performance?” • “What will the final product look like?”

  3. Sulla Tip 1: List Out What the Product Looks Like • If you are having trouble getting started Nancy Sulla suggests you start by writing down a list of descriptive phrases, focusing more on curricular content than on the product itself.

  4. Categories • A strong analytic rubric usually has 4-7 categories or rows. • These are the things you are assessing.

  5. Start with the Practitioner Column • Your brainstormed list of expectations should form your Practitioner column. • Based on each category you chose, fill the Practitioner column with a description of what you expect. • Once the Practitioner column is written, consider the developmental steps students would follow to arrive at that level of performance. Where might they start? What naturally follows?

  6. Educate! • When we wrote our rubric for Dystopian Worlds we did not have Educate. • I would recommend reviewing the Educate rubrics to help you determine what should go into the Novice and Apprentice columns.

  7. Sulla Tip 2:A Continuum of Growth • As you read from Novice to Apprentice to Practitioner, you want to see a natural progression of learning, the way you would instruct students. • Review the Practitioner column to ensure that all your expectations are included. If you expect it, it must be articulated in the rubric.

  8. Expert in 4 Ways • Sulla writes that there are 4 ways to achieve at the expert level: • A quantitative leap: have students produce more. • A leap of extended content: content that may not typically be introduced at the grade level or at all. • A leap of a higher cognitive level: requiring a more sophisticated level of thinking. • A metacognitive leap: asking students to reflect on their own thinking process.

  9. Sulla Tip 3: Objectivity • It is important to write the criteria in as objective a manner as possible so that student and teacher alike will assign the same performance level. • Read through your rubric to ensure that you have clearly defined all criteria. • Ex: “Neat” means something different to everyone. “All lines drawn with a ruler or straightedge” means the same thing to everyone.

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