Why Rubrics

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with Ad Butler The role of assessment in teaching happens to be a hot issue in education today. This has led to an
increasing interest in "performance-based education." Performance-based education poses a
challenge for teachers to design instruction that is task oriented. The trend is based on the premise
that learning needs to be connected to the lives of the students through relevant tasks that focus on
Free Web Polls students' ability to use their knowledge and skills in meaningful ways. In this case, performance-
Seamlessly based tasks require performance-based assessments in which the actual student performance is
integrate hosted assessed through a product, such as a completed project or work that demonstrates levels of task
polls into your achievement. At times, performance-based assessment has been used interchangeably with
website for "authentic assessment" and "alternative assessment." In all cases, performance-based assessment
additional has led to the use of a variety of alternative ways of evaluating student progress ( journals,
checklists, portfolios, projects, rubrics, etc.) as compared to more traditional methods of
interactivity!
measurement (paper and pencil testing). For the purpose of this tutorial, the use of rubrics will be
explored as a viable means of evaluating students' performances.
> Next
http://www.teach-nology.com/tutorials/teaching/rubrics/[2/6/2010 10:58:20 AM]

Why Rubrics?
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Why Rubrics?
Why Rubrics?
Originally Posted At: http://www.teach-nology.com/Articles/teaching/rubrics/
Another great tutorial from TeAch-nology.com! The Web Portal For Educators!
(http://www.teach-nology.com)
**What's All the Hype?**
The role of assessment in teaching happens to be a hot issue in education today. This has
led to an increasing interest in "performance-based education." Performance-based
education poses a challenge for teachers to design instruction that is task oriented. The
trend is based on the premise that learning needs to be connected to the lives of the
students through relevant tasks that focus on students' ability to use their knowledge and
skills in meaningful ways. In this case, performance-based tasks require performance-based
assessments in which the actual student performance is assessed through a product, such as
a completed project or work that demonstrates levels of task achievement. At times,
performance-based assessment has been used interchangeably with "authentic assessment"
and "alternative assessment." In all cases, performance-based assessment has led to the use
of a variety of alternative ways of evaluating student progress ( journals, checklists,
portfolios, projects, rubrics, etc.) as compared to more traditional methods of measurement
(paper and pencil testing). For the purpose of this tutorial, the use of rubrics will be
explored as a viable means of evaluating students' performances.
**Student Performance and Assessment**
Student performances can be defined as targeted tasks that lead to a product or overall
learning outcome. Products can include a wide range of student works that target specific
skills. Some examples include communication skills such as demonstrated in reading,
writing, speaking, and listening, or psychomotor skills requiring physical abilities to
perform a given task. Target tasks can also include behavior expectations targeting complex
tasks that students are expected to achieve. Using rubrics is one way that teachers can
evaluate or assess student performance or proficiency in any given task as it relates to a
final product or learning outcome. Thus, rubrics can provide valuable information about the
degree to which a student has achieved a defined learning outcome based on specific
criteria that defined the framework for evaluation.
**What are Rubrics?**
Rubrics are performance-based assessments that evaluate student performance on any given
task or set of tasks that ultimately leads to a final product, or learning outcome. Rubrics use
specific criteria as a basis for evaluating or assessing student performances as indicated in
narrative descriptions that are separated into levels of possible performance related to a
given task. Starting with the highest level and progressing to the lowest, these levels of
performance are used to assess the defined set of tasks as they relate to a final product or
behavior. Each level describes degrees of proficiency and each level is assigned a value
that rates the degree of proficiency or student performance. Rating scales are used; they can
be numerical, qualitative, or a combination of numerical and qualitative.
Rating scales can be either holistic or analytical. Holistic scales offer several dimensions
together while analytical scales offer a separate scale for various dimensions.
http://www.teach-nology.com/tutorials/teaching/rubrics/print.htm[2/6/2010 10:58:22 AM]

Why Rubrics?
Holistic scoring is more global and does little to separate the tasks in any given product,
but rather views the final product as a set of interrelated tasks contributing to the whole.
Anchor points are used to assign value to descriptions of products or performances that
contribute to the whole. Holistic scoring proves to be efficient and quick. One score
provides an overall impression of ability on any given product or work. It is most
commonly used with writing products, but can be used just as effectively with other
subject areas. The disadvantage of holistic scoring is that it does not provide detailed
information about student performance in specific areas of content or skill.
Analytic scoring breaks down the objective or final product into component parts and each
part is scored independently. In this case, the total score is the sum of the rating for all of
the parts that are being evaluated. When using analytic scoring, it is necessary to treat each
component or partt as separate to avoid bias toward the whole product.
There are occasions when there are two raters who score students' work. This is to assure
reliability in results. If there is a wide discrepancy among the scores, then raters are obliged
to discuss why they gave certain ratings. In some cases, a third rater is called in to settle
any discrepancy. This practice is mostly used with high stake testing such as state
mandated testing.
Whether holistic scales or analytical scales are used, the important factors in developing
effective rubrics is the use of clear criteria that will be used to rate a student's work and
that the performance being evaluated is directly observable. More importantly, students
should be informed as to what criteria they are being held accountable.
An example of a holistic scale is as follows:
Holistic Scoring Guide - Mathematical Equations
Score Level Criteria
Shows full understanding of mathematical concepts with no

4 computational errors; executes algorithms for equations completely
and correctly.
Shows nearly complete understanding of concepts and principles

3 with few or minor computational errors; executes algorithms
correctly.
Show some understanding of concepts and principles with serious

2 computational errors that affect the successful completion of
algorithms.
Show very little, if not limited understanding of concepts with

1
major computational errors; failure to execute algorithms.
For examples of an analytical scale, click on:
http://www.teach-nology.com/web_tools/rubrics/math/
http://www.teach-nology.com/web_tools/rubrics/teamwork/
**How to Develop a Rubric**
1. First, teachers need to define the learning outcome or objective that students are
expected to achieve. From that point, begin to work backwards defining possible criteria or
performance levels that students would possibly demonstrate. This levels would range from

Why Rubrics?
the possible highest performance to the lowest performance that can be expected from
students on any given task and would provide descriptions of performances for each level.
Each level should be directly observable.
2. To determine how to describe each level, use "anchor products" that represent various
performances that can be evaluated as high quality, average, and low. Have at least three
samples of each level to make such judgements. Use these samples to evaluate all of the
students products.
3. Scores (either numerical or qualitative, or a combination of both) can then be assigned

for each level from highest to lowest, or vice versa.
4. Once each level is determined with rating scales assigned, share the descriptions with the
students and ask for feedback so that each level is clearly understood by students. It is
imperative that students clearly understand how they are being evaluated and what each
level represents in relation to scores assigned. This really helps students to understand the
standards that they are being held accountable to achieve. It is also a great tool for helping
students self diagnose strengths and weaknesses so that they become part of the "planning
for instruction" process.
For an example of a rubric that includes a student's evaluation along with a teacher's
evaluation, click on:
http://www.teach-nology.com/web_tools/rubrics/lab_report/
5. Provide examples of students work (kept anonymous) that illustrate each performance
level. Using a rubric, explain to students what each performance level means in relation to
the rubric and the rating scales used to evaluate the performances. Show students how each
example meets the criteria listed for each level of performance. Give students the
opportunity to rate some samples of works that would be scored using a rubric.
6. The scoring system should be objective and consistent. The tasks should be appropriate
to students' abilities to avoid or minimize scoring error. Be practical when designing the
scoring system. No more than six dimensions should be used for a single final product. For
rubrics that define a "set of tasks" to be performed, there should be no more than ten
dimensions. Descriptions within each dimension should also be clear enough for students to
focus on what is expected. Fewer dimensions are better than more in most cases when
developing rubrics.
To create your own rubric, click on:
http://www.teach-nology.com/web_tools/rubrics/general/
**The Bottom Line**
Contemporary forms of assessment provide effective links to instruction. Performance-

based assessment is authentic and grounded in the real world in which students live. It
connects teaching and learning in such a way that learning occurs simultaneously as
students are completing the assessment. Rubrics serve an important role in creating
assessment that is student-centered and standards driven. As educators, we are responsible
to create assessment measures that will help students work toward higher levels of
achievement!
For more on assessment, click on:
http://www.teach-nology.com/currenttrends/alternative_assessment/

Why Rubrics?
©2007 Teachnology, Inc. All rights reserved.

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Why Rubrics?
Student performances can be defined as targeted tasks that lead to a product or overall learning
outcome. Products can include a wide range of student works that target specific skills. Some
examples include communication skills such as demonstrated in reading, writing, speaking, and
listening, or psychomotor skills requiring physical abilities to perform a given task. Target tasks can
also include behavior expectations targeting complex tasks that students are expected to achieve.
Using rubrics is one way that teachers can evaluate or assess student performance or proficiency in
any given task as it relates to a final product or learning outcome. Thus, rubrics can provide valuable
information about the degree to which a student has achieved a defined learning outcome based on
specific criteria that defined the framework for evaluation.
> Next
http://www.teach-nology.com/tutorials/teaching/rubrics/performance/[2/6/2010 10:58:36 AM]

http://www.teach-nology.com/tutorials/teaching/rubrics/performance/[2/6/2010 10:58:36 AM]

What are Rubrics?
Teaching Tips
Articles
Best Sites
Catalog
Glossary
Message Board
Newsletter
Teacher Helpers
Teacher Sites
Teaching Tips
Article Categories
Why Rubrics?
What are Rubrics?
Rubrics are performance-based assessments that evaluate student performance on any given task or
set of tasks that ultimately leads to a final product, or learning outcome. Rubrics use specific criteria
as a basis for evaluating or assessing student performances as indicated in narrative descriptions
that are separated into levels of possible performance related to a given task. Starting with the
highest level and progressing to the lowest, these levels of performance are used to assess the
defined set of tasks as they relate to a final product or behavior. Each level describes degrees of
proficiency and each level is assigned a value that rates the degree of proficiency or student
performance. Rating scales are used; they can be numerical, qualitative, or a combination of
numerical and qualitative.
Rating scales can be either holistic or analytical. Holistic scales offer several dimensions together
while analytical scales offer a separate scale for various dimensions.
Holistic scoring is more global and does little to separate the tasks in any given product, but rather
views the final product as a set of interrelated tasks contributing to the whole. Anchor points are
used to assign value to descriptions of products or performances that contribute to the whole.
Holistic scoring proves to be efficient and quick. One score provides a overall impression of ability on
any given product or work. It is most commonly used with writing products, but can be used just as
effectively with other subject areas. The disadvantage of holistic scoring is that it does not provide
detailed information about student performance in specific areas of content or skill.
Analytic scoring breaks down the objective or final product into component parts and each part is
scored independently. In this case, the total score is the sum of the rating for all of the parts that are
http://www.teach-nology.com/tutorials/teaching/rubrics/whatare/[2/6/2010 10:58:43 AM]

What are Rubrics?
being evaluated. When using analytic scoring, it is necessary to treat each component or partt as
separate to avoid bias toward the whole product.
There are occasions when there are two raters who score students' work. This is to assure reliability
in results. If there is a wide discrepancy among the scores, then raters are obliged to discuss why
they gave certain ratings. In some cases, a third rater is called in to settle any discrepancy. This
practice is mostly used with high stake testing such as state mandated testing.
Whether holistic scales or analytical scales are used, the important factors in developing effective
rubrics is the use of clear criteria that will be used to rate a student's work and that the performance
being evaluated is directly observable. More importantly, students should be informed as to what
criteria they are being held accountable.
An example of a holistic scale is as follows:
Holistic Scoring Guide - Mathematical Equations
Score Level Criteria
Shows full understanding of mathematical concepts with no computational

4
errors; executes algorithms for equations completely and correctly.
Shows nearly complete understanding of concepts and principles with few

3
or minor computational errors; executes algorithms correctly.
Show some understanding of concepts and principles with serious

2
computational errors that affect the successful completion of algorithms.
Show very little, if not limited understanding of concepts with major

1
computational errors; failure to execute algorithms.
For examples of an analytical scale, click on:
http://www.teach-nology.com/web_tools/rubrics/math/
http://www.teach-nology.com/web_tools/rubrics/teamwork/
> Next
http://www.teach-nology.com/tutorials/teaching/rubrics/whatare/[2/6/2010 10:58:43 AM]

How to Develop a Rubric
Teaching Tips
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Why Rubrics?
1. First, teachers need to define the learning outcome or objective that students are expected to
achieve. From that point, begin to work backwards defining possible criteria or performance levels
that students would possibly demonstrate. This levels would range from the possible highest
performance to the lowest performance that can be expected from students on any given task and
would provide descriptions of performances for each level. Each level should be directly observable.
2. To determine how to describe each level, use "anchor products" that represent various
performances that can be evaluated as high quality, average, and low. Have at least three samples of
each level to make such judgements. Use these samples to evaluate all of the students products.
3. Scores (either numerical or qualitative, or a combination of both) can then be assigned for each
level from highest to lowest, or vice versa.
4. Once each level is determined with rating scales assigned, share the descriptions with the students
and ask for feedback so that each level is clearly understood by students. It is imperative that
students clearly understand how they are being evaluated and what each level represents in relation
to scores assigned. This really helps students to understand the standards that they are being held
accountable to achieve. It is also a great tool for helping students self diagnose strengths and
weaknesses so that they become part of the "planning for instruction" process.
For an example of a rubric that includes a student's evaluation along with a teacher's evaluation,
click on:
http://www.teach-nology.com/web_tools/rubrics/lab_report/
http://www.teach-nology.com/tutorials/teaching/rubrics/develop/[2/6/2010 10:58:54 AM]

5. Provide examples of students work (kept anonymous) that illustrate each performance level. Using
a rubric, explain to students what each performance level means in relation to the rubric and the
rating scales used to evaluate the performances. Show students how each example meets the criteria
listed for each level of performance. Give students the opportunity to rate some samples of works
that would be scored using a rubric.
6. The scoring system should be objective and consistent. The tasks should be appropriate to
students' abilities to avoid or minimize scoring error. Be practical when designing the scoring system.
No more than six dimensions should be used for a single final product. For rubrics that define a "set
of tasks" to be performed, there should be no more than ten dimensions. Descriptions within each
dimension should also be clear enough for students to focus on what is expected. Fewer dimensions
are better than more in most cases when developing rubrics.
7. Our Platinum Membership is one of the most powerful on-line tools for creating rubrics. We
offer 50+ preformatted rubrics that you can customize. You can design every aspect with our user-
friendly rubric maker.
To create your own rubric, click on:
http://www.teach-nology.com/web_tools/rubrics/general/
> Next
http://www.teach-nology.com/tutorials/teaching/rubrics/develop/[2/6/2010 10:58:54 AM]

Why Rubrics?
Teaching Tips
Articles
Best Sites
Catalog
Glossary
Message Board
Newsletter
Teacher Helpers
Teacher Sites
Teaching Tips
Article Categories
Why Rubrics?
The Bottom Line
Contemporary forms of assessment provide effective links to instruction. Performance-based
assessment is authentic and grounded in the real world in which students live. It connects teaching
and learning in such a way that learning occurs simultaneously as students are completing the
assessment. Rubrics serve an important role in creating assessment that is student-centered and
standards driven. As educators, we are responsible to create assessment measures that will help
students work toward higher levels of achievement!
For more on assessment, click on:
http://www.teach-nology.com/currenttrends/alternative_assessment/
http://www.teach-nology.com/tutorials/teaching/rubrics/bottom_line/[2/6/2010 10:59:01 AM]

Why Rubrics?
http://www.teach-nology.com/tutorials/teaching/rubrics/bottom_line/[2/6/2010 10:59:01 AM]

Math Rubric Generator
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Home > Teacher Tools > Rubric Makers > Math Rubric Generator
Need a more hardworking rubric maker now?

If you need quality rubrics in seconds, you need our Platinum Membership !
100+ ready-made rubrics & 180 pre-filled rubric criteria.
Save rubrics in MS Word & PDF Format.
Join Now | Free Samples | Learn More
Directions: Fill in the information below.
STEP #1: SCHOOL, TITLE, AND TEACHER NAME
Enter the appropriate information in the correct box below. Please note that if the title is left blank, nothing will appear in
the output.
School Name:
Title of Rubric:
Teacher Name:
STEP #2: PICK A PICTURE
Choose one picture from the pictures below by:
http://www.teach-nology.com/web_tools/rubrics/math/[2/6/2010 11:00:33 AM]

Math Rubric Generator
Monkey Around Going Up Supplies
Teacher Brainny Last Minute
Once you have completed the form above, click the "GENERATE-MATH RUBRIC" button below to create your rubric.
GENERATE- MATH RUBRIC
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http://www.teach-nology.com/web_tools/rubrics/math/[2/6/2010 11:00:33 AM]

Team Work Rubric Generator
Rubrics
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All Rubrics
Home > Teacher Tools > Rubric Makers > Team Work Rubric Generator
Need more rubrics now?

Save time and make your job easier!
The ultimate in rubric creation.
Join Now | Samples | Learn More
Directions: This rubric can help you assess how students work cooperatively in a group setting. To create your "team work
rubric," fill in the information below.
the output.
School Name:
Title of Rubric:
Teachers Name:
Once you have completed the form above, click the "GENERATE-TEAM WORK RUBRIC " button below to create your rubric.
GENERATE-TEAM WORK RUBRIC
http://www.teach-nology.com/web_tools/rubrics/teamwork/[2/6/2010 11:00:50 AM]

Team Work Rubric Generator
http://www.teach-nology.com/web_tools/rubrics/teamwork/[2/6/2010 11:00:50 AM]

Lab Report Rubric Maker
Rubrics
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All Rubrics
Home > Teacher Tools > Rubric Makers > Lab Report Rubric Maker
Need a more hardworking rubric maker now?

100+ ready-made rubrics & 180 pre-filled rubric criteria.

STEP #1: SCHOOL AND TEACHER NAME
the output.
School Name:
Teacher Name:
http://www.teach-nology.com/web_tools/rubrics/lab_report/[2/6/2010 11:01:17 AM]

Lab Report Rubric Maker
At The Board Diploma Tinkering Around
Where Is It? Look What We Got Lab Partners
It's Out There! Get To It! Record It!
Teacher Helps Brilliant Idea Thinking
Once you have completed the form above, click the "GENERATE-LAB REPORT RUBRIC " button below to create your rubric.
GENERATE-LAB REPORT RUBRIC
http://www.teach-nology.com/web_tools/rubrics/lab_report/[2/6/2010 11:01:17 AM]

General Rubric Generator
Rubrics
General
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Process
Rubric Membership
Science
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All Rubrics
Home > Teacher Tools > Rubric Makers > General Rubric Generator
Need rubrics? Your job just got easier!

Create endless rubrics specfically for your classes..

the output.
School Name:
Title of Rubric:
Teacher Name:
http://www.teach-nology.com/web_tools/rubrics/general/[2/6/2010 11:01:35 AM]

STEP #3: BODY OF RUBRIC
Enter the appropriate information in the correct box below. Please note that if the title is left blank nothing will appear in
the output.
Stated Objective or Performance #1:
Beginning (Lowest) Level Of Performance

For Objective #1:
Developing (Second) Level Of

Performance For Objective #1:
Accomplished (Third) Level Of

Mastery (Highest) Level Of Performance

For Objective #1:


For Objective #2:



For Objective #2:

For Objective #3:



For Objective #3:

For Objective #4:




For Objective #4:

For Objective #5:



For Objective #5:
Once you have completed the form above, click the "GENERATE-RUBRIC" button below to create your rubric.
GENERATE-RUBRIC

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http://www.teach-nology.com/tutorials/teaching/rubrics/[2/6/2010 10:58:20 AM]

**What's All the Hype?**

**Student Performance and Assessment**

**What are Rubrics?**

http://www.teach-nology.com/tutorials/teaching/rubrics/print.htm[2/6/2010 10:58:22 AM]

An example of a holistic scale is as follows:

Holistic Scoring Guide - Mathematical Equations

Score Level Criteria

Shows full understanding of mathematical concepts with no

Shows nearly complete understanding of concepts and principles

Show some understanding of concepts and principles with serious

Show very little, if not limited understanding of concepts with

For examples of an analytical scale, click on:

**How to Develop a Rubric**

http://www.teach-nology.com/tutorials/teaching/rubrics/print.htm[2/6/2010 10:58:22 AM]

3. Scores (either numerical or qualitative, or a combination of both) can then be assigned

To create your own rubric, click on:

**The Bottom Line**

Contemporary forms of assessment provide effective links to instruction. Performance-

For more on assessment, click on:

http://www.teach-nology.com/tutorials/teaching/rubrics/print.htm[2/6/2010 10:58:22 AM]

©2007 Teachnology, Inc. All rights reserved.

http://www.teach-nology.com/tutorials/teaching/rubrics/print.htm[2/6/2010 10:58:22 AM]

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Newsletter: Enter Email

http://www.teach-nology.com/tutorials/teaching/rubrics/whatare/[2/6/2010 10:58:43 AM]

An example of a holistic scale is as follows:

Holistic Scoring Guide - Mathematical Equations

Score Level Criteria

Shows full understanding of mathematical concepts with no computational

Shows nearly complete understanding of concepts and principles with few

Show some understanding of concepts and principles with serious

Show very little, if not limited understanding of concepts with major

For examples of an analytical scale, click on:

About Us | K-12 Teacher Newsletter | Help | Privacy | Site Map

http://www.teach-nology.com/tutorials/teaching/rubrics/whatare/[2/6/2010 10:58:43 AM]

Newsletter: Enter Email

http://www.teach-nology.com/tutorials/teaching/rubrics/develop/[2/6/2010 10:58:54 AM]

To create your own rubric, click on:

About Us | K-12 Teacher Newsletter | Help | Privacy | Site Map

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Newsletter: Enter Email

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Newsletter: Enter Email

Subjects Themes Tips Tools Worksheets Memberships

Forums for your website Ad Serving Software

Need a more hardworking rubric maker now?

100+ ready-made rubrics & 180 pre-filled rubric criteria.

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Directions: Fill in the information below.

STEP #1: SCHOOL, TITLE, AND TEACHER NAME

STEP #2: PICK A PICTURE

Choose one picture from the pictures below by:

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