U B R I C K S

R I N G R
SC O (MEA N IN G & PA RTS )
c i ou s R i c o
n t e dby P r e
P r e s e
 WHAT IS RUBRICS
❖ A rubric is a measurement tool that describes the criteria against which a
performance, behavior or product is compared and measured.

❖ It is an explicit scheme to classify products or behaviors into categories that vary

along a continuum

❖ A rubric is a coherent set of criteria for students to work that includes descriptions
of levels of performance quality on the criteria.

❖ It is a scoring criteria for a piece of work, or "what counts", describes different

levels of quality
 RUBRICS
A rubric is a scoring guide that assists in evaluating a
student's performance based on a range of criteria
rather than a single score. You can use it to evaluate
the depth, breadth, creativity and conceptual
framework of an essay, presentation, skit, poster,
project, lab report, portfolio, etc. A rubric may be
applied to numerous tasks in the classroom.

Rubrics consist of specific pre-defined performance

criteria that are:
 SUMMATIVE in FORMATIVE in
providing information providing information
about a student's
about a student's
strengths and
knowledge;
weaknesses;

EVALUATIVE in EDUCATIVE in
providing ways to providing students
create instruction that with an
better fits each understanding of
student's needs; how they learn
science.
 WHY USE A RUBRIC?
Believed to increase the quality of work and
learning. Rubrics set clear expectations, theylet
students focus on the direct tasks.

❖ Allows easy documentation

❖ Provides clear student feedback
❖ Fair non-subjective
 WHEN TO USE RUBRICS?
FACTUAL KNOWLEDGE DEMONSTRATE A SKILL (NEED
(DOES NOT NEED A RUBRICS) TO USE A RUBRIC)

❖ Recall ❖ Inquiry, reasoning

❖ Objective Test ❖ Measure response,

Product or performance
❖ One correct answer
❖ Open-ended

❖ Subjective
 RUBRICS AFFECT THE
QUALITY OF LEARNING
CLARIFIES CONTENT AND OBJECTIVES.
1 Students understand what they must do or learn in order to achieve a
satisfactory grade.

ENCOURAGES STUDENTS TO SELF-MONITOR.

2 Students assume responsibility for the quality and quantity of their
work.

ALLOWS GRADING PROCESS TO BE CLEARER.

3 Student learning has been specified and therefore easier to measure.
T HAN
K YOU