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Rubrics - Handout

The document provides guidance on developing rubrics for assessing student performance. It discusses including [1] criteria that define what will be measured, [2] levels of performance that determine the degree to which criteria are met, and [3] scores and descriptors that specify expectations at each level of performance. Rubrics should include authentic tasks related to learning goals and use clear, brief language to describe distinguishing factors in student work.

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Ronald Macanip Quileste
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© © All Rights Reserved
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85 views

Rubrics - Handout

The document provides guidance on developing rubrics for assessing student performance. It discusses including [1] criteria that define what will be measured, [2] levels of performance that determine the degree to which criteria are met, and [3] scores and descriptors that specify expectations at each level of performance. Rubrics should include authentic tasks related to learning goals and use clear, brief language to describe distinguishing factors in student work.

Uploaded by

Ronald Macanip Quileste
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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8 Jun 2019

Mr. Ronald M. Quileste, M.Ed


School of Education, Xavier University

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TYPES OF
HOLISTIC
ANALYTIC

GENERAL
SPECIFIC

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Criteria

Criteria Criteria
The criteria identify the trait, feature or Criteria are derived from
dimension which is to be measured and
include a definition and example to clarify assignments, checklists,
the meaning of each trait being assessed. grading sheets or colleagues.

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Levels of performance

are
Levels of often labeled as adjectives
performance which describe the
performance levels.

Levels of performance Levels of performance

Levels of performance determine These levels tell students what they


the degree of performance which has are expected to do. Levels of
been met and will provide for performance can be used without
consistent and objective assessment descriptors but descriptors help in
and better feedback to students. achieving objectivity.

Scores

Scores
Scores make up the system of
numbers or values used to rate
each criterion and often are
combined with levels of
performance.

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Scores
Begin by asking how many points are
needed to adequately describe the
range of performance you expect to
see in students’ work. Consider the
Descriptors
range of possible performance level.

Descriptors Descriptors
are explicit Descriptors spell out each level
descriptions of the performance (gradation) of performance for
and show how the score is each criterion and describe what
derived and what is expected of performance at a particular level
the students. looks like.

Descriptors
Descriptors describe how well
students’ work is distinguished
from the work of their peers and
will help you to distinguish
between each student’s work.

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Ask:
Begin with a performance or Is the performance/assignment an authentic task related to
learning goals and/or objectives?
assignment which may be
Are students replicating meaningful tasks found in the real
difficult to grade and where you world?
want to reduce subjectivity Are you encouraging students to problem solve and apply
knowledge?

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Begin by brainstorming a list of all
criteria, traits or dimensions
associated task

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Reduce the list by chunking A rubric designed for formative and
similar criteria and eliminating diagnostic assessments might have
others until you produce a range more criteria than those rubrics
rating summative performances
of appropriate criteria

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Keep criteria descriptions brief,
understandable, and in a logical
order for students to follow as
they work on the task.

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Select words or phrases that will
explain what performance looks
like at each level, making sure
they are discrete enough to
show real differences

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Levels of performance
should match the
related criterion

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references
familiar with

RUBISTAR?

references

namaste

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