Creating Rubrics

Information taken from

Formative Assessment and
Standards-Based Grading
Robert Marzano 2010
Today's Learning Goals
Distinguish an effective and ineffective rubric

Identify the characteristics of an effective rubric

Create an effective Rubric

Referencing Chapter 1, Grading Smarter, Not Harder,

How do we separate behaviors from academics?
 RUBRICS ACTIVITY

• Opening Activity

• Take off the title or topic of your rubric - anything

that identifies what it is supposed to grade. Write
this on the back of the sheet.

• Hand your rubric to another person/group

• Read the rubric and note everything the rubric is
measuring. If it is measuring more than one thing
be sure to note it.

• At the top of the paper write what you think this

rubric is measuring.

• Look on the back and see if what you identified

is what the author said the rubric was
evaluating/measuring

• Give the rubric back to the original author

 Rubric Activity Continued

Look at your rubric again and see if you would

change anything after it was critiqued.

What would you change as a result of this critique?

Re-write your rubric to make sure it accurately

measures your intended criteria. What changes
need to happen to ensure the rubric is measuring
your intended outcome?
 Before Writing a Rubric
• You must understand the difference between a
learning goal and learning activity

• You must have an understanding of the

progression of leaning
 Learning Progression
• A continuum of how learning develops in any
particular knowledge domain so you are able to
locate students learning on the continuum and
decide on pedagogical action to move learning
forward

• Do we reduce students grades because the work is

late or give 0’s for work not completed? What
recommendations are given in Chapter 1, Grading
Smarter, Not Harder?

• A series of related learning goals that culminate

in the attainment of more complex learning goals
 Learning Goal

• What the student will Know or be able to do as a

result of the learning

• Stated: students will understand

• Stated: students will be able to

Learning Activity

Everything the student will do

to help them learn the

new information or new skill

 Rubric Definition

• Set of criteria describing the standard to be met

or the learning goal
 Characteristics of Rubrics

• Authentic assessment

• Has a specific Set of criteria

• Focuses on one learning goal, objective, or

standard
 Characteristics Continued

• Does not include other criteria that might get in

the way (dilute) of assessing the actual skill or
knowledge

• Must be explained to students

• Samples and examples should be given

 Characteristics of Rubrics
Continued
• Shows how a work will be graded

• Can represent learning progressions

• Should be re-written by students in groups after

explained by teacher
 Rubric Characteristics

• Should be designed by teams of teachers who

teach the same course

• Should be done during Unit planning

• Aligned with instruction

 Steps to Creating a rubric

Design a scale or rubric (a continuum that

articulates distinct levels of knowledge or skills
relative to a specific learning goal, objective or
standard. Use 0-4
 The scale explained

Number 3 is always the specific or targeted learning

goal/objective/standard student should achieve
(mastery)
 In scores 2,3,4 the competence is related
specifically to the different content

• 4-Competence regarding more complex content

related to the learning goal

• ---------------------------- 3 --------------------------------

• 2-Competence of simpler content related to the

learning goal

• 1-With help can demonstrate some competence

• 0-With help cannot demonstrate competence

 Step 1

• Identify one or more specific learning goals that

will be the target of instruction/standard (look at
your unit plan)

• This description is generally noted on number 3

of the 5 point scale (0-4)
 Step 2

• Identify some simpler content for each learning

goal

• These descriptions are noted as numbers 1-2

 Step 3

• Explain the rubric to students. Explain what is

meant by the score values 4,3,2,1,0 with
examples
 Step 4

Re-write Use student friendly language done in

cooperation with students
 Making Scale more
Specific (half points)

• 3.5 Student has shown competence meeting the

targeted learning goal and some success at the 4
level content

• 2.5 The student is successful at the score of 2

content and has partial success at the level 3
content
 The Achievement Scale
LEVELS DESCRIPTORS %

4.0 Exemplary: In addition to 3.0 performance, the student provides evidence of deep 95-100
understanding and fluent application of the target standards or expectations as well
as the ability to apply and transfer learning to new situations.

3.5 Half point scores indicate student achievement that is partially demonstrated at the 90
next highest level.

3.0 Proficient: No major errors or omissions regarding any of the target standards or 85
expectations.

2.5 Half point scores indicate student achievement that is partially demonstrated at the 80
next highest level.

2.0 Basic: No major errors or omissions regarding the simpler details or processes of the 75
target standards or expectations, but errors or omissions regarding the complex
processes.

1.5 Half point scores indicate student achievement that is partially demonstrated at the 70
next highest level.

1.0 Below Basic: The student is beginning to address the simpler target standards and 65
expectations.

0.5 Half point scores indicate student achievement that is partially demonstrated at the 60
next highest level.

0.0 No Evidence: The student is unable to provide any evidence of addressing the target 50
standards or expectations.
 Closing Activity
• Using one of your Unit Plan's create a rubric

OR

• Re-design your original Rubric to make it more

effective