Thinking like a rubric

Division Training of
Trainers on the
Formative
Assessment
BELINDA R. MATIAS,EdD
Principal
eEdD2
 Roses Thorns Buds
(Strengths) (Challenges) (Opportunities)
1. What was your most
significant learning yesterday?
2. What part of the session do
you find difficult to comprehend
or apply in your own school?
3. What plan or action will you
take to cascade your learnings to
your school?
agree or disagree
agree or disagree

1. The purpose of a rubric is to

enable teachers to grade students.
agree or disagree

2. Rubrics can only be used to assess

learning in literacy and mathematics.
agree or disagree

3. The language used in a rubric

should be appropriate for the age
and grade level of the student.
agree or disagree

4. Rubrics are not intended for

students to understand or use.
Agree or Disagree

5. Rubrics can’t help clarify your

expectations and can’t show how to
meet them.
agree or disagree
1. agree
2.disagree
3. agree
4. disagree
5. disagree
TERMINAL OBJECTIVE

At the end of the session, the participants

are expected to create a rubric for literacy
and numeracy.
ENABLING OBJECTIVES

❑ Understand what rubrics are;

❑ Identify the structure and features of a
rubric;
❑ Explain how rubrics support the learning
process
ENABLING OBJECTIVES

❑ Show appreciation in creating rubrics for

literacy and numeracy.
What is a rubric?
❑ An authentic assessment tool used to measure
student’s work.(Wiggins, 1989).
❑ A scoring tool that lists the criteria for a piece of
work (Goodrich Heide.).
❑ a scoring guide used to evaluate a student’s
performance based on the sum of a full range of
criteria rather than a single numerical score.
What is a rubric?
❑ A formative type of assessment because it
becomes an ongoing part of the whole teaching
learning process.
Four (4) essential features of rubric: Stevens &Levi, 2013)

a task description
description a scale of the
or a components/ performance
descriptive and dimensions quality
title of the scoring (performance
task descriptor)
How do rubrics benefit
students?
Clarify expectations

Improve learning

Encourage feedback and

reflection
 How do rubrics benefit
teachers?

Save time Provide consistency

among multiple
graders

Justify grading
Reduce bias

Weigh
importance
 How can rubrics support the learning
process?

❑Rubrics facilitate peer review by setting

evaluation standards.
❑ Students can use them for self-
assessment to improve personal
performance and learning.
 How can rubrics help in formative
assessment?

❖Rubrics can help clarify your expectations and will

show students how to meet them.
❖making students accountable for their performance in
an easy-to-follow format.
❖can help learners improve their performance on
revised or subsequent work..
How to use rubrics with students
• Make sure that the wording of the rubrics is
understandable to students (simplify wording for
lower grades).
• Provide rubrics to students in advance of the
administration of the assessment.
 Rubrics answer three
questions:
1. What do we want learners to know and be able to do?

2. How well do we want learners to know and be able to

apply or use a skill in a concept?
3. How will teachers and other scorers know when a
learner knows a concept and does an activity well?
 HOLISTIC ANALYTICAL
Emphasizes the relation The whole output is broken
between parts and whole up or separated into parts
and scored accordingly.
Assess learners’ work as a whole Assesses components of a
using criteria. Limited to finished product.
describe the whole output based
on analyses of parts.
 HOLISTIC ANALYTICAL
Does not list separate levels Articulates levels of
of performance for each performance for each
criterion. criterion.
Provides a single overall score Gives diagnostic information
but does not communicate to the teacher and formative
information about what learners feed back to learners.
are to do to improve.
When to use Holistic and Analytic Rubrics
BU.edu 01.06.16
 Identify levels of
Determining Decide on the performance or
aspects of the
learning structure of product that reflect
outcomes. the rubric. the learning
outcomes.

Determine the Weigh the

range of points to dimensions in
be allocated to proportion to
each level of their
performance. importance..
 4 3 2 1
Exemplary Excellent Acceptable Unacceptable
Exceeds Meets Expectations Progressing Not there yet
Expectations
Superior Good Fair Needs work
Excellent Good Needs Improvement Unacceptable
Sophisticated Highly Competent Fairly Not yet
Competent competent
Create a rubric for assessing any lesson
in literacy and numeracy
As you create your table, remember these things:
1. A title to communicate the focus of the rubric
2. Information about what the students are learning to do in relation
to that focus
3. Different levels of mastery
4. Clear descriptors of what learning looks like at these different
levels of mastery.
 Rubric Template
(Describe here the task or performance that this rubric is designed to evaluate.)

Beginning Developing Accomplished Exemplary Score

1 2 3 4

Stated Objective or Performance Description of identifiable performance

Description of identifiable performance Description of identifiable performance Description of identifiable performance
characteristics reflecting development
characteristics reflecting a beginning characteristics reflecting mastery of characteristics reflecting the highest
and movement toward mastery of
level of performance. performance. level of performance.
performance.

Stated Objective or Performance Description of identifiable performance

Description of identifiable performance Description of identifiable performance Description of identifiable performance
characteristics reflecting development
characteristics reflecting a beginning characteristics reflecting mastery of characteristics reflecting the highest
and movement toward mastery of
level of performance. performance. level of performance.
performance.

Stated Objective or Performance Description of identifiable performance

Description of identifiable performance Description of identifiable performance Description of identifiable performance
characteristics reflecting development
characteristics reflecting a beginning characteristics reflecting mastery of characteristics reflecting the highest
and movement toward mastery of
level of performance. performance. level of performance.
performance.

Stated Objective or Performance Description of identifiable performance

Description of identifiable performance Description of identifiable performance Description of identifiable performance
characteristics reflecting development
characteristics reflecting a beginning characteristics reflecting mastery of characteristics reflecting the highest
and movement toward mastery of
level of performance. performance. level of performance.
performance.
 1. list of criteria should be specific, so students know exactly what the teacher is expecting
2. easy to understand at a quick glance. (simple)
3. The language used in a rubric should be appropriate for the age and grade level of the student.
4. The gradations should include specific descriptions of what constitutes "excellent", "good", "fair", and "needs
improvement". Each gradation should provide descriptors for the performance level.
5. the descriptors enable student performers to verify and comprehend their scores
6. The difference in quality from a score point of 5 to 4 should be the same difference in quality from a score
point of 3 to 2. All descriptors should model and reflect the consistent levels of continuity.
7. The gradations on a rubric allow students to identify their strengths and weaknesses.
8. Should be able to be used by various teachers and have them all arrive at similar scores (reliability)
8. When shared with students prior to an assignment, rubrics can be very motivational
9. Rubrics provide students with detailed feedback about an assignment
12. They provide students with clear expectations for assignments, plus they give concrete details about how to
obtain a particular score
13.Alignment between Assessments and Learning Objectives
How to think
like a rubric