Now that you know all about rubrics. Let's
apply this new knowledge through some self check exercises.
Activity 1: Below
is a list of questions based on the Performance Guidelines (pp.237-240).
Select the criteria that best reflects where that question would
be answered in your rubric.
The questions in Activity
1 can assist you in determining which criteria in a rubric
will work for you in a given performance assessment. Grant
Wiggins provides a rule for determining the quality of a rubric
with the following question:
you imagine someone meeting all your proposed criteria but
not being able to perform well at the task? (If so),
then you have the wrong criteria."
Wiggins, Grant, and Jay McTighe. 1998. Understanding by Design.Alexandria, Va.:
Asso-ciation for Supervision and Curriculum Development.
When designing your own rubrics consider the
Wiggins rule along with the following recommendations for designing
- Start with the ends (performance goals
- Identify the language
elements you are emphasizing
- Describe each element in
terms of the performance you want to see
- Revise in terms
of what will help students set targets to improve
Taken from WAFLT Summer Language Leaderhsiop
Institute 2006, Paul Sandrock.
To further assist you in understanding some
of the necessary components to a good rubric, do Activity 2
found at the Virtual Assessment Center. http://www.carla.umn.edu/assessment/vac/evaluation/ref_1.html
These student opinions may assist you in creating
a more comprehensible rubric as well as giving you a more clear
understanding of how effective they can be for students. "What
Students Say About Rubrics."
Personal Connection: Please copy and paste
the following questions into your word processor or download
the word document containing the questions. Then answer the questions
and save it for your professional development portfolio.
Rubrics: Connect-Reflect: Word Document
- Keeping in mind all
that you have learned in this module, think of a student
performance you would like to assess. Create/revise a rubric
to evaluate student abilities. Be sure to include
this rubric in your personal portfolio. You may want to use
an online rubric creator such as RubiStar to
- Evaluate your rubric based on these characteristics
that define a rubric. Explain where you are strong and weak
What changes would you make?
- is a guide for students and teachers.
- is a checklist of non-negotiables.
- highlights qualities of a product worthy of evaluation.
- doesn't allow for incomplete or unacceptable work.
- Evaluate your rubric's purpose based on
the characteristics described below? Explain
where you are strong and weak as appropriate.
What changes would you make?
- For the students: The rubric provides criteria to help
achieve excellence in their performance.
- For the teacher: The rubric describes expectations
for student achievement and provides clear criteria
for evaluation of the performance task.
- How well does your definition and purpose of a rubric
from the "Rubrics: Remember" section match the above characteristics?
- Now take a look at Aunt
Olive's rubric on rubrics which is found in the Virtual
Assessment Center. Evaluate your rubric according to those
criteria. What is your score? How might you improve your
For additional practice evaluating assessment
tasks and rubrics, visit the Virtual
Assessment Center and complete Activity