Creating & Recognizing Quality Rubrics

by Arter, Judith A.; Chappuis, Jan

• ISBN13: 9780132548694
• ISBN10: 0132548690
• Edition: 1st
• Format: Paperback
• Copyright: 2006-10-01
• Publisher: Pearson

Summary

Teachers learn to choose or develop sound instructional rubrics and to use rubrics effectively with students to maximize learning. An accompanying CD-ROM contains more than 25 sample rubrics. Recommended for use with the companion training video,Designing Performance Assessments for Learning. Also included in: Total Professional Development Package - ISBN 9780132548922 Designing Performance Assessments for Learning DVD Package - ISBN9780132548908 7 Training DVDs Package - ISBN 9780132548939 School Package - 10 Books - ISBN9780132100625 School Package - 20 Books - ISBN 9780132108676 School Package - 30 Books - ISBN 9780132108683 School Package - 40 Books - ISBN 9780132108690 School Package - 50 Books - ISBN 9780132108652 Additional Resources Study Guide: Creating & Recognizing Quality Rubrics Download Rubric Evaluations These supplemental evaluations are provided to support individuals and learning teams reviewing the contents of the bookCreating & Recognizing Quality Rubricsby Judy Arter. These additional rubrics are included to (a) provide additional practice using the Rubric for Rubrics, and (b) show users some of our favorite classroom rubrics. However, evaluations for these additional rubrics are not on the CD. Rather, they are included on this part of our web site. Visit http://www.assessmentinst.com/resources/ati-resources/ to read more articles on assessment, download study guides, and more! To check out ATI events and trainings in you area, visit http://www.assessmentinst.com/category/events/ .

Author Biography

Dr. Judy Arter brings a national reputation for assessment expertise and more than 30 years of experience in professional development to this interactive training. She has developed state and district assessments, directed large-scale writing assessments, developed numerous assessment training materials, and conducted hundreds of training sessions for educators across the country.

A former elementary and secondary teacher, Jan Chappuis has worked at the district, regional, and state levels to develop curriculum and to strengthen teaching and assessment practices. She currently works with ETS, developing materials and offering training in the field of student-involved classroom assessment.

Table of Contents

Table of Contents

 

1 Defining Rubric ................................................................. 1

Contexts for Rubrics ..................................................... 3

Helping Teachers................................................................. 3

Helping Students ................................................................. 4

Rubrics as Part of Assessment of and for Learning........... 4

Types of Assessments Requiring Rubrics

and Scoring Guides........................................................ 6

Types of Rubrics............................................................. 6

Comparing Holistic and Analytic Rubrics .......................... 7

Comparing Task-Specifi c and General Rubrics................ 10

When to Use the Various Types of Rubrics ....................14

Learning Targets................................................................ 14

Recommendations for When to Use Each Type

of Rubric........................................................................ 17

Focus on General Rubrics................................................. 24

The Path Ahead: Book Content .....................................26

Summary......................................................................27

 

2 What a Good Rubric Looks Like .............................. 29

Features of a Good-Quality Rubric ...............................31

Understanding Rubric for Rubrics

Criterion 1: Coverage/Organization ......................... 34

Understanding Rubric for Rubrics

Criterion 2: Clarity ...................................................... 39

Practicing with the Whole Rubric for Rubrics...................43

Rubric for Rubrics Criterion 1:

Coverage/Organization ............................................. 46

Rubric for Rubrics Criterion 2: Clarity ......................... 54

For More Practice.............................................................. 60

Summary......................................................................62

 

3 How to Develop a General Rubric........................... 65

Rubric Development ....................................................67

Developing a Rubric When the Criteria Are Unclear .....68

Step 1: Choose a Learning Target Worth the Time ......... 68

Step 2: Search out Existing Relevant Scoring

Guides ........................................................................... 68

Step 3: Gather Samples of Student Work......................... 69

Step 4: Sort Student Work ................................................ 69

Step 5: Group Like Indicators Together........................... 73

Step 6: Identify Student Work That Illustrates

Each Level on Each Criterion ...................................... 77

Step 7: Test the Rubric and Revise It as Needed............. 78

Step 8: Repeat the Cycle of Scoring and Revising........... 80

Developing a Rubric When You Already

Have an Idea of the Structure of the Criteria ................81

Developing Student-Friendly Versions............................82

Summary......................................................................84

 

4 Quality Performance Tasks.......................................... 87

Planning for Task Quality ...............................................90

Determining the Purpose of the Assessment .................. 90

Identifying the Learning Targets to Be Assessed ............ 91

Criteria for Good Tasks .................................................92

Task Quality Criterion 1: Content of the Task ................ 92

Task Quality Criterion 2: Sampling............................... 100

Task Quality Criterion 3: Distortion Due to Bias......... 103

Authenticity and Complexity ...................................... 106

Ensuring Performance Task Quality .............................. 107

Summary.................................................................... 108

 

5 How to Convert Rubric Scores to Grades...........109

Grading Caveats ......................................................... 111

Caveat 1: Use Grades Only to Communicate ................. 112

Caveat 2: Use Grades Only to Communicate

About Learning ........................................................... 113

Caveat 3: Grades Are Not the Best Way to

Give Students Feedback on Learning........................ 114

Assigning a Grade to a Single Piece of Work

Scored with a Rubric .................................................. 114

Don’t Use Percentages, Use a Logic Rule ...................... 114

How to Weight Rubric Scores ......................................... 120

Determining a Final Grade Across Several

Pieces of Work, All Scored Using a Rubric ................. 122

Combining Rubric Scores with Percentage Scores

to Determine a Final Grade ........................................ 126

Step 1: Average the Ratings on the Rubric

Portion of the Grade................................................... 126

Step 2: Convert to a Logical Percentage ....................... 126

Step 3: Decide on the Weight for Each Portion of

the Grade and Compute the Average Percentage .... 128

Step 4: Convert the Average Percentage to a Grade ..... 128

Summary.................................................................... 129

 

6 Tasks and Rubrics as Assessment for Learning .....131

Performance Assessments as Episodes of Learning ...... 133

Rubrics as Teaching Tools............................................. 135

Strategy 1: Provide a Clear and Understandable

Vision of the Learning Target..................................... 137

Strategy 2: Use Examples and Models of Strong

and Weak Performances or Products ........................ 138

Strategy 3: Offer Regular Descriptive Feedback ........... 140

Strategy 4: Teach Students to Self-Assess and

Set Goals ..................................................................... 143

Strategy 5: Design Lessons to Focus on One

Aspect of Quality at a Time........................................ 144

Strategy 6: Teach Students Focused Revision............... 144

Strategy 7: Engage Students in Self-Refl ection and

Let Them Keep Track of and Share Their Learning... 145

Summary.................................................................... 146

 

7 Communicating with Parents about Rubrics ........147

What Rubrics Are and When You Use Them................. 149

How Using Rubrics Benefi ts Learning ............................. 152

How Rubrics Are Used in the Classroom ...................... 153

How to Interpret Rubric Scores ...................................... 154

How Parents Can Use Rubrics with Their Children ...... 155

Suggestions for Sharing Information with Parents.......... 156

When ................................................................................ 156

How .................................................................................. 157

Students’ Role in Communicating with Parents ............ 158

Summary............................................................................. 159

 

Glossary .............................................................................161

 

Bibliography .......................................................................165

 

Appendix A Rubric for Rubrics....................................179

 

Appendix B R ubric Sampler Table of Contents..........189

Appendix C Rubric Sampler Rubrics

 

Referenced in the Text ....................................................191

 

Appendix D Rubric for Tasks ........................................247

 

Appendix E CD Table of Contents .............................253