What is a Rubric?

Developing Differentiated Quality Rubrics for the Classroom Sandra Page [email protected] 350 Warren Court Chapel Hill, NC 27516 919/929-0681 Educational Consultant and ASCD Faculty Member

• A rubric is a set of guidelines for evaluating student work. • Rubrics answer the questions: – by what criteria should performance be judged? – what does the range in the quality of performance look like? – how should the different levels of quality be described and distinguished from one another?

Starting the Conversation with clear learning goals

A typical rubric: • Provides descriptors for each level of performance to – encourage understanding of what is expected – enable more reliable and unbiased scoring

• Is either holistic or analytic. If holistic, a rubric has only one general descriptor for performance as a whole. If analytic, there are multiple rubrics, corresponding to each element or dimension of performance • Is either task specific or longitudinal. • May contain a scale of possible points to be assigned in scoring work

1. What facts, principles, dates, and/or vocabulary should be in evidence in the final product? 2. What skill(s) does the student need to show in the final product? 3. What big idea, essential question, and/or concept should students understand and respond to in the final product?

from Assessment Reform, NC

Poster Product Card Elements Collection Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Museum Exhibit Card Powerpoint Presentation

Graph Board Game Interview Political Cartoon Time Capsule Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement

Website Menu Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test

Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

Qualities or attributes

Layout and •neat; Balance •items attached with glue stick;

•uncluttered; •one inch border around outside; •evidence of prior planning of layout; • heading or title in large print;

Content Info and Research

•facts and statements are accurate; •information is stated succinctly to involve viewer with brief amount of info; •captions and info relate to the graphics presented

Emphasis and expression

•color choices give impact but do not distract; •sizing and placement of graphics visually eye-catching; •purpose of poster (to inform or to persuade) clearly shown; •use of upper and lower case letters printed in single color

Mechanics

•correct spelling and grammar; •font color is dark and readable; •hand lettering is spaced and sized appropriately; •lettering/fonts are limited to just 2 or 3 choices developed in collaboration with Cherryville High School teachers, 3/ 2007 Cherryville, NC

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Product Card: Print Advertisement

Comparison Paper Product Card Components

Attributes

This product card has been modified to fit with a Geometry project. Every student was given a shape to advertise: circle, triangle, square, and polygon.

Introduction •Purpose Introduced

Comparison

Contrasting

Summary Conclusion

•Topic described with major points outlined or emphasized •Expected Outcomes Discussed •Varied sentence structure •At least 4 sentences

Elements

Attributes

Geometry Project specific

content

•Use specific examples/facts to show the similarities •Includes information only relevant to the comparison •Supporting details •Varied sentence structure •At least 5 sentences

Correct, can be verified Required vocabulary is evident Shows understanding of topic

All Properties of your shape should be in your ad Your shape has ____ required vocabulary words

text

Correct spelling and grammar Word choice is appropriate for audience

Limited to short, catchy phrases Persuasive, “selling it” language

•Use specific examples/facts to show the differences •Includes information only relevant to the comparison •Supporting details •Varied sentence structure •At least 5 sentences •Re-emphasize the major points of comparison •Creativity of final thoughts •Varied sentence structure •At least 4 sentences

audience Age appropriate (Middle school) Persuasive to target audience

Ad should convince others that your shape is wonderful and why

layout

Colorful Neat Font size is easy to read Eye catching and creative

Should not be cluttered Focused on your shape

graphics

Should be centered Balanced with text

Either show your shape or feature your shape

LORI HALL

Cathy Malotka, Saginaw, MI, South Middle School

Advantages to Product Cards

Product Cards and Quality Rubrics

• Can allow choices for students that fit with interests and learning styles, without having to invent all aspects of product requirements. • Provides similar ‘elements’ featured whenever a particular product is assigned. • Maintains high quality requirements across subject areas/classes when used by multiple teachers in other disciplines. • Reduces time a teacher spends in developing requirements and qualities needed for classroom tasks. • Gives students explicit information about expectations of quality, in a written format.

• Standards of excellence progress along a continuum to allow for personal growth and improvement • Students assigned a standard for performance that provides appropriate challenge • Some elements of performance are same/similar for everyone

Tiered Assignment Criteria for a Formal Speech to Inform or Persuade

Tiered Assignment Criteria for a Formal Speech to Inform or Persuade

Oral Presentation I Parts

Oral Presentation II

Attributes

Parts

Attributes

Introduction

Purpose introduced, impetus for project explained

Introduction

Purpose introduced, topic described, impetus for project explained, project outline reviewed

Beginning

Topic described in general terms, major points outlined/emphasized, audience involved

Beginning

Topic described in general terms, major points outlined/emphasized, audience involved

Body of Speech

Major points supported with details/examples

Body of Speech

Major points supported with details/statistics/examples, intermittent summarizations, audience involved with content

Body Language

Sustained eye contact with audience, formal posture, natural gestures and expressions, clear and well-paced voice, confident volume

Body Language

Sustained eye contact with audience, formal posture, natural gestures and expressions, clear and well-paced voice, leader level volume, poised and comfortable appearance

Use of Artifacts

To support major points, limited

Use of Artifacts

To support major points, selections are appropriate/illustrative

Summary

Major points reviewed, conclusion presented

Summary

Major points reviewed, call to action or ask for acceptance of concepts/beliefs/positions

Content

Responds to learning goals, “big ideas” presented

Content

Responds to learning goals, “big ideas” presented

Tomlinson modification of Curry and Samara: Curriculum Guide for the Education of Gifted High School Students 1991

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Tiered Assignment Criteria for a Formal Speech to Inform or Persuade

The What and the Why

Oral Presentation III Parts

Attributes

Introduction

Purpose introduced, topic described, impetus for project explained, project outline reviewed, expected outcomes discussed

Beginning

Topic described in general terms, major points outlined/emphasized, audience involved

Body of Speech

Major points supported with details/statistics/examples, intermittent summarizations, transition statements link major points, audience involved with content, artful use of language, insightful connections/conclusions

Body Language

Sustained eye contact with audience, formal posture, natural gestures and expressions, clear and well-paced voice, leader level volume, poised and comfortable appearance

Use of Artifacts

To support major points, intermittent use, selections are appropriate/illustrative

Summary

Major points reviewed, call to action or ask for acceptance of concepts/beliefs/positions, creativity and power of thought in final points/appeal

Content

Responds to learning goals, “big ideas” presented, draws connections to personal lives or to other disciplines

Quality Rubrics …. • responds to differences in students’ readiness levels (skills and/or knowledge) • gives students an opportunity to be successful while improving at assigned levels of tasks • attempts to fit students’ learning into a zone of proximal development, providing a moderate level of challenge

Problem Solving Rubric

Description Writing Rubric

Element: Problem Clarification/Identification Better

Good

Developing

•adequate depth and breadth in clarity of problem •all relevant known information gathered •organized in logical fashion •information needed for solution is completely determined with accuracy and thoroughness

•problem identification is adequate in depth and breadth •important relevant known information gathered •organized in workable fashion •most important information need for solution is determined with accuracy

•problem identified •some important relevant information is gathered •organization of information and ideas has begun, but importance of the information is not yet in priority order •information needed for solution is collected, with some inaccuracies or gaps

This continuum of qualities allows the teacher and student to determine where mastery has been achieved and then to signal expectations for how to move to the next level. Individual bullet points can be highlighted as challenge. This will allow working at across the columns, as needed. Four writing areas are focused upon: Main Idea; Elaboration; Organization; Coherence

• Students do not receive the entire rubric, but just the areas that are of importance for their own growth • Columns are not labeled for students with words like Emerging or Superior. However, teachers can use column labels in communications with other teachers • Quality Rubrics can span grade levels, in an ever increasing continuum • Corresponds to a common, non-differentiated checklist for a specific product or prompt

adapted from The High Performance Toolbox, Spence Rogers and Shari Graham, Peak Learning Systems, 1997

Descriptive Writing Rubric

4.0 high grade level

3.0 grade level

2.5 just below grade level

4.5 beyond grade level

4.0 high grade level

3.0 grade level

2.5 just below grade level

•Identifies and consistently focuses on topic •Immediately grabs and holds reader’s attention with emotional and sensory appeal •Cleverly restates main idea in closure

•Clearly identifies and describes topic •Grabs and hold’s reader’s attention •Consistently focuses on topic •Restates main idea in closure

•Identifies and describes the topic •Consistently focuses on topic •Holds reader’s attention •Restates main idea in closure

•Identifies and describes the topic •Focuses on topic

•Embeds transitions into the natural flow of the text •Sentences and paragraphs are logically connected •Style is distinctive, compelling to read, colorful, fresh •Writer’s voice is clear, authentic, and energetic throughout the piece

•Uses transitions and phrases to help writing flow •Sentences are constructed to continue and expand upon prior thoughts •Paragraphs are arranged in an appropriate sequence •Style is distinctive •Writer’s voice is clear, and authentic throughout the piece

•Uses transition words to help writing flow •Sentences logically flow •Paragraphs are written to expand one idea in each paragraph •Paragraphs connect from one to another •Writer’s voice is evident and honest throughout most of the piece

•Uses some transition words •Ideas are connected in a reasonable manner •Paragraphs are written to expand one idea in each paragraph •Writer’s voice is evident

COHERENCE

MAIN IDEA

Descriptive Writing Rubric 4.5 beyond grade level

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Product Checklist for Descriptive Essay in Science: Weather Conditions Yes

Almost

Not Yet

Science Discovery Paper: Element of Scientific Validity

Content (See the Descriptive Essay Writing Rubric) Information is accurate and from reputable sources Evidence of research in notes Format Handwriting legible, sized appropriately; or type written in font sized 12-14 Includes at least 5 paragraphs Margins no less than ½ inch on all sides Name and period in upper right corner on all pages Process Organizational plan (due ___) Deadlines: ____ Conference about content with teacher ____ Mechanics No capitalization or punctuation errors No spelling errors

‰ Hypothesis is tested. Procedure is easily reproducible. Discussion synthesizes results in unique manner. Causal relationships drawn between hypothesis and project experiment in conclusion. ‰ Hypothesis is tested. Procedure is easily reproducible. Results analyzed in discussion in coherent fashion. Causal relationships attempted in the conclusion. ‰ Hypothesis is tested. Procedure is reproducible. Main ideas address results in discussion. Conclusion attempts to synthesize results. ‰ Hypothesis is tested. Procedure is reproducible. Discussion presents results. Conclusion summarizes main points.

No run-on sentences or sentence fragments Subject/Verb Agreement No passive voice

Prepare a weekly meal plan, including necessities of scenario. Use graphic organizer and newspaper ads to calculate food budget.

Prepare a weekly meal plan, including necessities of scenario. Use graphic organizer and the grocery $ summary sheet to calculate food costs.

Formulate at least 10 interview ?s.

Formulate at least 5 interview ?s; use 5 from teacher list.

Choose 10 interview questions from teacher list.

Meaningful Question

Prepare a complete weekly meal plan, including necessities of scenario. Make efficient & diverse food choices. Use newpaper ads to calculate costs.

Inquiry Process

Accurately calculate monthly salary with teacher’s assistance

I-Search Rubric

M.McCrea & K Fulton, Chapel Hill, NC

Research Salary

Accurately calculate Accurately calculate monthly salary using monthly salary from given formulas given example

Questions

Research answers to given questions Respond on worksht

Food Budget

Real Life Budget Project in Math Thoroughly research Research answers given profession to given questions Write complete rpt Write separate rpt

•Question is clear, personally significant •Q is answerable and has far reaching implications for society at large •Q necessitates a multidisciplinary approach

•Q is clear, personally significant and answerable •Q involves more than one subject area

•Topic is clear •Question is answerable

•Journal demonstrates expert analysis of the Q as well as insightful multidisciplinary approach •An elegant, powerful style of inquiry emerges •Thinking across subject areas is evident

•Journal demonstrates insightful, inquisitive analysis from multiple perspectives •Revision, refinement, and elaboration are evident •Voice of inquiry becomes authentic and precise

Using 1st person point of view, the journal demonstrates clear analysis of the question Revision and refinement of the ISearch process (immersion, searching, gathering, presenting) are evident

Research Sources

Answer

I-Search Rubric continued •Applies to the Q in a realistic, attainable and expert manner •All aspects of Q are thoroughly dissected •Answer involves self and others, in a creative, insightful or clever response

•Applies to Q in realistic manner •All aspects of Q addressed precisely •Involves self in the answer

•Applies to Q, although not realistic •All aspects of Q addressed completely

•Expert secondary sources from a range of media •Must include primary expert sources •Sources reflect multiple perspectives, are defensible, recognized in the field by experts & triangulate the answer

•Variety of rigorous secondary sources from a range of media including trade journals •Primary sources with justifiable relevance, may include interview •Sources reflect multiple perspectives and are highly credible

•Secondary sources include newspaper, encyclopedia, internet •Primary sources used, may include survey •Sources are reliable

How to teach using the rubric • Teacher teaches element at a time. This means one ROW, such as Main Idea. • Teacher assigns an essay and assesses each student’s performance to determine which level is already mastered for that ROW, and which level should be assigned for improvement or challenge. • On the next assignment, student receives the rubric level appropriate for them. • Mini- lessons can be held for students who need direct instruction regarding aspects of their quality standards.

I-Search term from Zorfass & Capel

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Continuing how to teach using the rubric

• Repeat this process for each element of writing (each ROW). • Ultimately, a student will be given an assignment that will be assessment for all for areas of the elements of writing. Their rubric can be all from one COLUMN, but often will include challenge/improvement levels from other column levels.

Analyze and Reflect: Data Collection Which one and why? 4 Data collected and recorded in an orderly manner that accurately reflects the results of the experiment 3 Data recorded in a manner that probably represents the results of the experiment 2 Data recorded in disorganized manner or only with teacher assistance 1 Data recorded incomplete, in haphazard manner or only after considerable teacher assistance

‰ Data collected, recorded, and presented in insightful, visually evocative, appropriate way that accurately reflects the results of the experiment ‰ Data collected and recorded in orderly manner that accurately communicates the results of the experiment ‰ Data is correct. Data is organized and labeled. ‰ Data collected. Some effort attempted to organize into a data chart.

Let’s talk about Grading How might you grade? • Individual growth • Performance and effort • Against a grade-level standard • Comparison to others and ranking What are you grading? • content and knowledge • skills and processes • conceptual understandings

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