Designing Rubrics. Nancy Allen, Ph.D. College of Education Office of Faculty Development Qatar University. Adapted from: Baggio, C. (n.d.). Tips for designing rubrics . Retrieved on May 29, 2007, from www.sdst.org/shs/library/powerpoint/ rubrics .ppt and . Designing Rubrics.
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Nancy Allen, Ph.D.
College of Education
Office of Faculty Development
Adapted from: Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on May 29, 2007, from www.sdst.org/shs/library/powerpoint/rubrics.ppt and
Students as Self Assessors
Teachers as Focused Coaches
Asmus, E, (1999). Rubrics. Retrieved on May 29, 2007, from http://www.music.miami.edu/assessment/rubrics.html
Checklist for a friendly letter
criterionWhat is a rubric?
Organization of Thought (4-points): “Work is clearly organized and includes a diagram or step-by-step analysis.”
Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.
Clear essential criteria
Realistic number of criteria
Explicit, observable indicators
If points… clear to students upfront
Deliberate sequence of criteria
High interjudge reliability
Tested out with studentsWhat makes a quality RUBRIC?
--Michael Simkins in “Designing Great Rubrics”
Bottom line: Is it working for you and for your students?
Views product or performance as a whole; describes characteristics of different levels of performance. Criteria are summarized for each score level.
HOLISTIC—pros and cons
+ Takes less time to create.
+ Effectively determines a “not fully developed” performance as a whole
+ Efficient for large group scoring; less time to assess
- Not diagnostic
- Student may exhibit traits at two or more levels at the same time.
Separate facets of performance are defined, independently valued, and scored. Facets scored separately
Analytic—pros and cons
+ Sharper focus on target
+ Specific feedback (matrix)
+ Instructional emphasis
Task specific: Rubric designed for and references a specific assignment.
General: Rubric designed for and references a type of assignment frequently repeated.
“…in most instances, lengthy rubrics probably can be reduced to succinct…more useful versions for classroom instruction. Such abbreviated rubrics can still capture the key evaluative criteria needed to judge students’ responses. Lengthy rubrics, in contrast, will gather dust” (Benjamin 23).
Key Questions: What are my objectives? Are there other generalized objectives that should be included?
Key Question to ask yourself: Would student know what quality “looked like” by this description?