Rubrics
Rubrics are a critical and vital link between assessment and instruction.
In this activity you will learn the meaning of the term rubric; you will also learn to use rubrics as a means of assessment. Then you will build a rubric. Remember that when using a rubric as an assessment device, your students should be presented with your rubric criteria before they begin to write.
Start this activity by clicking on the questions below.
Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring
tool that lists the criteria for a piece of work or 'what counts.' " So,
a rubric for a multimedia project will list the things the student must
have included to receive a certain score or rating. Rubrics help the student
figure out how their project will be evaluated. Goodrich quotes a student
who said he didn't much care for rubrics because "if you get something
wrong, your teacher can prove you knew what you were supposed to do."
Generally, rubrics specify the level of performance expected for several
levels of quality. These levels of quality may be represented by different
ratings (Excellent, Good, Needs Improvement) or as numerical scores
(4, 3, 2, 1). These ratings are then added up to form a total score that is associated with a grade (A, B, C, etc.).
Many rubrics also specify the level of assistance (e.g., Independently,
With Minimal Adult Help; With Extensive Adult Help) for each quality rating.
Rubrics can help students and teachers define "quality." Rubrics
can also help students judge and revise their own work before handing in
their assignments.
What Are the Critical Components of a Rubric?
- Performance Element: the major critical attributes, which focus upon best practices.
- Scale: the possible points to be assigned (high to low).
- Criteria: conditions a performance must meet for it to be considered successful.
- Standard: a description of how well the criteria must be met for the performance to be considered "good".
- Descriptors: statements that describe each level of the performance.
- Indicators: specific, concrete examples or telltale signs of what to look for at each level of the performance.
For more information on understanding and using rubrics, click on this link.
http://www.ascd.org/publications/educational-leadership/dec96/vol54/num04/Understanding-Rubrics.aspx