Activities Module 7 Rubrics
Module 7 – Rubrics Activities 1a & 1b: What is a rubric?
These activities will help you answer the essential question:
What is a rubric?
Activity 1a: Understanding Rubrics
You may complete this activity individually or in groups.
Read the excerpt from the article “Understanding Rubrics” that appears on the following pages.Respond to each of the following:
- How do rubrics define quality? What is the impact on teaching and learning?
- Respond to the quote from teacher Christine Hall that appears at the conclusion of this excerpt.
- Discuss how rubrics can accommodate heterogeneous classes.
- Explain why each of the following statements is true:
- Rubrics help improve student performance.
- Rubrics provide students with informative feedback.
- Rubrics promote thinking and learning.
The following is an excerpt from the paper, “Understanding Rubrics” by Heidi Goodrich Andrade. This article is available on the Internet in its entirety from Harvard University at:
Retrieved January 9, 2011.
Understanding Rubricsby Heidi Goodrich Andrade
Authentic assessments tend to use rubrics to describe student achievement. At last, here’s clarity on the term.
Every time I introduce rubrics to a group of teachers the reaction is the same — instant appeal (“Yes, this is what I need!”) followed closely by panic (“Good grief, how can I be expected to develop a rubric for everything?”). When you learn what rubrics do—and why—you can create and use them to support and assess student learning without losing your sanity.
What Is a Rubric?
A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor. The term defies a dictionary definition, but it seems to have established itself, so I continue to use it.
The example in Figure 1 (adapted from Perkins et al 1994) lists the criteria and gradations of quality for verbal, written, or graphic reports on student inventions — for instance, inventions designed to ease the Westward journey for 19th century pioneers for instance, or to solve a local environmental problem, or to represent an imaginary culture and its inhabitants, or anything else students might invent.
This rubric lists the criteria in the column on the left: The report must explain (1) the purposes of the invention, (2) the features or parts of the invention and how they help it serve its purposes, (3) the pros and cons of the design, and (4) how the design connects to other things past, present, and future. The rubric could easily include criteria related to presentation style and effectiveness, the mechanics of written pieces, and the quality of the invention itself.
The four columns to the right of the criteria describe varying degrees of quality, from excellent to poor. As concisely as possible, these columns explain what makes a good piece of work good and a bad one bad.
Figure 1Rubric for an Invention Report
Criteria / Quality
Purposes / The report explains the key purposes of the invention and points out less obvious ones as well. / The report explains all of the key purposes of the invention. / The report explains some of the purposes of the invention but misses key purposes. / The report does not refer to the purposes of the invention.
Features / The report details both key and hidden features of the invention and explains how they serve several purposes. / The report details the key features of the invention and explains the purposes they serve. / The report neglects some features of the invention or the purposes they serve. / The report does not detail the features of the invention or the purposes they serve.
Critique / The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved. / The report discusses the strengths and weaknesses of the invention. / The report discusses either the strengths or weaknesses of the invention but not both. / The report does not mention the strengths or the weaknesses of the invention.
Connections / The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena. / The report makes appropriate connections between the purposes and features of the invention and one or two phenomena. / The report makes unclear or inappropriate connections between the invention and other phenomena. / The report makes no connections between the invention and other things.
Why Use Rubrics?
Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers’ expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define “quality.” One student actually didn’t like rubrics for this very reason: “If you get something wrong,” she said, “your teacher can prove you knew what you were supposed to do!” (Marcus 1995).
A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own and others’ work. When rubrics are used to guide self- and peer-assessment, students become increasingly able to spot and solve problems in their own and one another’s work. Repeated practice with peer-assessment, and especially self-assessment, increases students’ sense of responsibility for their own work and cuts down on the number of “Am I done yet?” questions.
Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend to find that by the time a piece has been self- and peer-assessed according to a rubric, they have little left to say about it. When they do have something to say, they can often simply circle an item in the rubric, rather than struggling to explain the flaw or strength they have noticed and figuring out what to suggest in terms of improvements. Rubrics provide students with more informative feedback about their strengths and areas in need of improvement.
Fourth, teachers appreciate rubrics because their “accordion” nature allows them to accommodate heterogeneous classes. The examples here have three or four gradations of quality, but there is no reason they can’t be “stretched” to reflect the work of both gifted and those with learning disabilities.
Finally, rubrics are easy to use and to explain. Christine Hall, a fourth grade teacher, reflected on how both students and parents responded to her use of rubrics:
Students were able to articulate what they had learned, and by the end of the year could be accurate with their evaluations. Parents were very excited about the use of rubrics. During parent conferences I used sample rubrics to explain to parents their purpose, and how they were used in class. The reaction of parents was very encouraging. They knew exactly what their child needed to do to be successful.
Activity 1b: Rubrics Available on the Internet
To complete this activity you will need a computer with Internet access. You may complete this activity individually or in groups.
- Go to the website Thinkfinity available at *
In the search field located on the right hand side of the screen type in the word rubrics. Click “go.”
*If you are a post-secondary educator, go to the University of West Florida Center for University Teaching, Learning, and Assessment:
- How many rubrics are available?
- For what subject areas?
- What are some of the organizations providing the rubrics?
- Scroll down to “Refine Your Search.” Click on the grade level you teach. Click the “Search” button.
- How many rubrics are available for the grade level you teach?
- For what subject areas?
- Select a rubric that you might use in your teaching. Examine the rubric by answering the following questions:
- Are there teaching goals and targets identified in this rubric?
- What are those teaching goals or targets?
- How could this rubric help you communicate with your students?
- How could this rubric guide your teaching?
- How could this rubric guide your students’ learning?
- How is this rubric different from a simple checklist?
Module 7 – Rubrics Activities 2a & 2b: What kinds of rubrics are there?
These activities will help you answer the essential question:
What kinds of rubrics are there?
Activity 2a: Kinds of Rubrics.
You may complete this activity individually or in groups.
Read the following explanation of the two kinds of rubrics[1] and then respond through discussion or in writing to the questions related to each of the three rubrics below:
Rubrics are generally categorized as generic or task-specific. As is so often the case in assessment, the line between the two categories may blur so that rating instruments appear more or less generic or task-specific. Indeed, many task-based rubrics are adaptations of generic scales. It is also possible to design hybrid rubrics that combine features of both types.
Generic rubrics can be applied to a number of different tasks. In language assessment, one frequently finds generic rubrics used with assessment tasks within a modality (generally writing and speaking) or mode (interpersonal and presentational). A truly generic rubric could be applied to any task within the same modality or mode.
Task-specific rubrics are used with particular tasks, and their criteria and descriptors reflect specific features of the elicited performance.
Rubrics that combine features of generic and task-specific rubrics are very useful in classroom assessment because they provide feedback to learners on broad dimensions of learning along with their performance on the particular competencies and knowledge targeted by course content and aligned assessments. When adapting the rubrics for other tasks, teachers may keep the generic language production elements as they are and change one or two categories to focus on task expectations.
#1 Task Specific Bridge Building Structure Rubric
Retrieved January 9, 2011 from:
- How is this rubric “Task Specific?”
- Could this rubric be easily modified to evaluate another process? If so, how could it be modified?
- What benefits are there to the design of this rubric? What are the negatives to the design of this rubric?
- How could this rubric be helpful to teaching? How could it be helpful to learning?
- Have you ever used this type of rubric? What specific teaching goals do you have in which using a rubric of this type would be appropriate?
CATEGORY / 4 / 3 / 2 / 1
Plan / Plan is neat with clear measurements and labeling for all components. / Plan is neat with clear measurements and labeling for most components. / Plan provides clear measurements and labeling for most components. / Plan does not show measurements clearly or is otherwise inadequately labeled.
Information Gathering / Accurate information taken from several sources in a systematic manner. / Accurate information taken from a couple of sources in a systematic manner. / Accurate information taken from a couple of sources but not systematically. / Information taken from only one source and/or information not accurate.
Construction -Materials / Appropriate materials were selected and creatively modified in ways that made them even better. / Appropriate materials were selected and there was an attempt at creative modification to make them even better. / Appropriate materials were selected. / Inappropriate materials were selected and contributed to a product that performed poorly.
Modification/
Testing / Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles. / Clear evidence of troubleshooting, testing and refinements. / Some evidence of troubleshooting, testing and refinements. / Little evidence of troubleshooting, testing or refinement.
Scientific Knowledge / Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. / Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. / Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. / Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.
#2 Combination Task Specific / Generic Rubric for a Research Paper
Retrieved January 9, 2011 from:
K. Ronkowitz:
- How is this rubric both “Task Specific” and “Generic?”
- Could this rubric be easily modified to evaluate another type of writing? If so, how could it be modified?
- What benefits are there to the design of this rubric? What are the negatives to the design of this rubric?
- How could this rubric be helpful to teaching? How could it be helpful to learning?
- Have you ever used this type of rubric? What specific teaching goals do you have in which using a rubric of this type would be appropriate?
Performance Criteria / Score Scale and Indicators of Performance
Exemplary / Good / Acceptable / Unacceptable
Purpose / The writer's central purpose or argument is readily apparent to the reader. / The writing has a clear purpose or argument, but may sometimes digress from it. / The central purpose or argument is not consistently clear throughout the paper. / The purpose or argument is generally unclear.
Content / Balanced presentation of relevant and legitimate information that clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a significant topic. Reader gains important insights. / Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains some insights. / Information supports a central purpose or argument at times.
Analysis is basic or general.
Reader gains few insights. / Central purpose or argument is not clearly identified.
Analysis is vague or not evident. Reader is confused or may be misinformed.
Organization / The ideas are arranged logically to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other.
The reader can follow the line of reasoning. / The ideas are arranged logically to support the central purpose or argument. They are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning. / In general, the writing is arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about what writer intends. / The writing is not logically organized. Frequently, ideas fail to make sense together.
The reader cannot identify a line of reasoning and loses interest.
Feel / The writing is compelling. It hooks the reader and sustains interest throughout. / The writing is generally engaging, but has some dry spots. In general,it is focused and keeps the reader's attention. / The writing is dull and unengaging. Though the paper has some interesting parts, the reader finds it difficult to maintain interest. / The writing has little personality. The reader quickly loses interest and stops reading.
#3 Generic Rubric for Speeches
Retrieved January 9, 2011 from
- How is this rubric “Generic?”
- Could this rubric be easily modified to evaluate a specific type of speech? If so, how could it be modified?
- What benefits are there to the design of this rubric? What are the negatives to the design of this rubric?
- How could this rubric be helpful to teaching? How could it be helpful to learning?
- Have you ever used this type of rubric? What specific teaching goals do you have in which using a rubric of this type would be appropriate?
Performance
Criteria / Score Scale and Indicators of Performance
4 / 3 / 2 / 1
Audience / You knew your audience and how to address them. / There were a few people to which your speech did not apply. / You knew little about your audience. / You did not know
your audience at all.
Posture and Eye
Contact / Excellent posture and you kept eye contact with your audience. / You maintained good eye contact most of the time. / Little eye contactand your postureneeds improvement. / No eye contact and poor posture.
Word Choice / Your word choice was excellent and appropriate for the audience.
You avoided “ums,” “ers,” and “likes.” / Some of the words you chose could be replaced, but for the most part, your speech was good. / Your audience seemed confused at times. / Poor word choice.
Content / Your content was always accurate. / Your content was
Essentially accurate. / Your content was mostly unclear. / Not enough information was presented or was not relevant.
Use of Time / Maintained time frame. / You mostly stayed within the time frame. / You exceeded the time frame, but that’s okay. / Your message
was too short or too long.
Confidence / Your confidence was contagious! / Your confidence was good, no wonder everyone likes you! / Your confidence was okay. / You lacked confidence.
Sources / You disclosed 3 sources. / You disclosed 2 sources. / You disclosed 1 source. / You did not disclose any sources.
Activity 2b: What’s Wrong / What’s Right with Rubrics
You may complete this activity individually or in groups.
Read the following excerpt from the article “What’s Wrong – and What’s Right – with Rubrics.”
Write about or discuss:
Do you agree with everything Dr. Popham says? Why or why not? How can his concerns be addressed in your classroom? Have you shared his experiences of “flawed” task-specific criteria? What was the result?
What's Wrong—and What's Right—with Rubrics[2]
W. James Popham