Meaning, Construction and uses of rubrics.pdf

This presentation consists of:
1.Meaning and history of a rubric.
2. Steps for constructing a rubric.
3. The uses of rubric.
4. Benefits of Rubric.

1. CAREER POINT UNIVERSITY
Alaniya, Kota 325 003, Rajasthan

EDL014-V
Assessment for Learning
By
Mr. MUDASIR AMIN
Assistant Professor

2. Unit-II
Analysis of Exiting Practices of Assessment
•Records used in Assessment:
a) Profiles: Meaning steps involved and criteria for
developing and maintaining a comprehensive learner
profile.
b) Evaluation rubric: Meaning, Construction and Uses
c) Cumulative records: Meaning, Significance.
•Ethical Principles of Assessment Examination
Reforms
a. Continuous and Comprehensive Evaluation (CCE)
b. Choice Based Credit System (CBCS)
c. open Book Examination.

3. •Evaluation rubric:
Meaning of Rubric,
Construction of Rubric and
Uses of Rubric.

4. Meaning of Rubric
In education technology, Rubric means a scoring
guide, used to evaluate the quality of students
constructed responses.
Usually, rubrics contain evaluative criteria,
quality definition for those criteria at particular
levels of achievement and a scoring strategy.
Main purpose of rubrics is to assess performance.
According to Arthur and McTighe, “Ruberic is a
set of general criteria, used to evaluate a students
performance in a given outcome area.”

5. A rubric is defined in writing what is expected of
the student to get a particular grade on an
assignment.
A rubric is a working guide.
Rubrics is a tool for formative assessment.
Rubrics supports learner.
The main purpose of rubrics is to assess
performances.
Rubrics is used for giving grades.
It is used by teacher as well as a learner.
It is used to set up a grade criteria for assignment.
Uses of Rubric

6. History of Rubric
The term „Rubric‟ itself has an interesting progression.
Propham (1997) writes, „the original meaning of rubric
had little to do with the scoring of students work.‟
The oxford English dictionary tells us that in the mid-
15
th
century, rubric referred to headings of different
sections of a book.
This stemmed from the work of Christian monks who
painstakingly reproduced sacred literature, invariably
initiating each major section of a copied book with a
larger red-letter.
Because the Latin word for red is rubber, rubric came to
signify the headings for major divisions of a book.

7. Cooper & Gargan (2009) add, “the catholic church
has long employed the term for the directions for
conducting the mass, which are printed in red and
inserted into liturgical books” and “in law, a rubric is a
heading or title of a statute or section of a legal code
(again, originally printed in red link)”.
This reference to red may have carried over into current
usage as teachers commonly grade or correct student
papers using red link so that the markings are readily
distinguishable from the original student work that is
usually expected to be written in blue or black ink.
The use of rubrics in the classroom became popular in
the 1970‟s and has gained momentum ever since and
for good reason.

8. Steps for Constructing Rubrics
Step 1: Define your goal
Before you can create a rubric, you need to decide the type of rubric
you'd like to use, and that will largely be determined by your goals for
the assessment.
Ask yourself the following questions:
How detailed do I want my feedback to be?
How will I break down my expectations for this project?
Are all of the tasks equally important?
How do I want to assess performance?
What standards must the students hit in order to achieve acceptable or
exceptional performance?
Do I want to give one final grade on the project or a cluster of smaller
grades based on several criteria?
Am I grading based on the work or on participation? Am I grading on
both?
Once you've figured out how detailed you'd like the rubric to be and the
goals you are trying to reach, you can choose a type of rubric.

9. Step 2: Choose a Rubric Type
Although there are many variations of rubrics,
it can be helpful to at least have a standard set
to help you decide where to start. Here are two
that are widely used in teaching as defined
by DePaul University's Graduate Educational
department:
1. Analytic Rubric
2. Holistic Rubric

10. Step 3: Determine Your Criteria
This is where the learning objectives for your unit or course
come into play.
Here, you'll need to brainstorm a list of knowledge and
skills you would like to assess for the project.
Group them according to similarities and get rid of anything
that is not absolutely critical.
A rubric with too much criteria is difficult to use! Try to
stick with 4-7 specific subjects for which you'll be able to
create unambiguous, measurable expectations in the
performance levels.
You'll want to be able to spot the criteria quickly while
grading and be able to explain them quickly when
instructing your students.
In an analytic rubric, the criteria are typically listed along
the left column.

11. Step 4: Create Your Performance Levels
Once you have determined the broad levels you would like
students to demonstrate mastery of, you will need to figure
out what type of scores you will assign based on each level
of mastery.
Most ratings scales include between three and five levels.
Some teachers use a combination of numbers and
descriptive labels like "(4) Exceptional, (3) Satisfactory,
etc."
while other teachers simply assign numbers, percentages,
letter grades or any combination of the three for each level.
You can arrange them from highest to lowest or lowest to
highest as long as your levels are organized and easy to
understand.

12. Step 5: Write Descriptors for Each Level of Your Rubric
This is probably your most difficult step in creating a rubric.
Here, you will need to write short statements of your
expectations underneath each performance level for every
single criteria.
The descriptions should be specific and measurable. The
language should be parallel to help with student
comprehension and the degree to which the standards are
met should be explained.
Again, to use an analytic essay rubric as an example, if your
criteria was "Organization" and you used the (4)
Exceptional, (3) Satisfactory, (2) Developing, and (1)
Unsatisfactory scale, you would need to write the specific
content a student would need to produce to meet each level.

13. Step 6: Revise Your Rubric
After creating the descriptive language for all of the levels
(making sure it is parallel, specific and measurable), you
need to go back through and limit your rubric to a single
page.
Too many parameters will be difficult to assess at once, and
may be an ineffective way to assess students' mastery of a
specific standard.
Consider the effectiveness of the rubric, asking for student
understanding and co-teacher feedback before moving
forward.
Do not be afraid to revise as necessary. It may even be
helpful to grade a sample project in order to gauge the
effectiveness of your rubric.
You can always adjust the rubric if need be before handing
it out, but once it's distributed, it will be difficult to retract.

14. Benefits of Rubrics
Rubrics make the learning target more
clear.
Rubrics guide instructional design and
delivery.
Rubrics make the assessment process
more accurate and fair.
Rubrics provide students with a total for
self-assessment and peer feedback.

15. Limitations of Rubrics
Popham(1997) outlines the following flaws:
Task specific evaluative criteria,
Excessively general evaluative criteria,
Dysfunctional detail, and
Equating the test of the skill with the skill
itself.
Restricting students problem solving, decision
making, and creativity.