Amy Plant
St. Patrick School
[email protected]
“If students produce it, they can assess it; and
if they can assess it, they can improve it,”
(Andrade, 2007).
What is a rubric?
It is an alternative assessment tool that can be used in
any subject.
It is a scoring guide composed of a set of dimensions
called criteria, the rating scale, and definitions of
standards that are linked to a learning objective.
Rubrics are used by teachers to enhance their
instruction.
Expectations for projects and assignments are clearly
stated when students are given rubrics.
Why Should I Use Rubrics?
Rubrics can improve student performance and help
the students monitor their work!
Rubrics are easy to use and explain, even to first
graders!
Rubrics reduce the amount of time teachers spend
evaluating student work.
Rubrics help students become more thoughtful
judges of the quality of their own and others' work.
Rubrics are adaptable for use to meet the needs of
any type of learner.
Steps to Create a Rubric:
1.
2.
3.
4.
5.
6.
7.
Look at examples: Provide samples of “good” and “not-so-good” writing.
List criteria: Have the students list qualities of proficient writing.
Articulate gradations of quality: Describe the best and worst levels of quality, then
fill in the middle levels based on your knowledge of common problems and the discussion
of not-so-good work.
Practice on models: Have the students explain what characteristics make the work
“good” and “not-so-good.”
Use self- and peer-assessment: Provide students the opportunities to assess sample
work using the rubric.
Revise: Students must always have the opportunity to revise their pieces after being
assessed.
Use teacher assessment: Use the same rubric students used to assess their work
yourself.
-Based on suggested steps by Heidi Goodrich Andrade.
Rubric Collections and Sources
Roobrix (Convert a rubric score to a percentage)
Rubistar
Rubric Machine
Rubrics Generator
WebQuest Design Rubric from eMints
Who’s Who in Rubric Use:
 Dr. Heidi Goodrich Andrade
([email protected])
 Kathleen (Kathy) Schrock
([email protected])
 Jon Mueller
([email protected])
Does Gender Matter?
Does Use of Rubrics Affect Writing
Performance?
Rubrics? With
st
1
graders??
References:
 Andrade, H. (2007). Self-assessment through rubrics. In Educational Leadership (4th ed.,
Vol. 65, pp. 60-63). Alexandria, VA: Association for Supervision and Curriculum
Development. Retrieved April 25, 2011, from Academic Search Premier.
 Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment.
Assessment and Evaluation in Higher Education, 32(2), 159-181. Retrieved from
Educational Resources Information Catalog.
 Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: the effect of a
model, criteria generation, and rubric-referenced self-assessment on elementary school
students' writing. Educational Measurement: Issues and Practice, 27(2), 3-13. doi:
10.1111/j.1745-3992.2008.00118.x
 Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009, March/April). Rubric-referenced
self-assessment and self-efficacy for writing (Master's thesis, University at Albany-State
University of New York, 2009). Journal of Educational Research, 102(4), 287-302.
Retrieved April 20, 2011, from Educational Resources Information Center.
 Flynn, L. A., & Flynn, E. M. (2004). Teaching writing with rubrics: practical strategies and
lesson plans for grades 2-8. Thousand Oaks, CA: Corwin Press.
 Glass, K. T. (2005). Curriculum design for writing instruction: creating standards-based
lesson plans and rubrics. Thousand Oaks, CA: Corwin Press.
References continued:
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Goodrich Andrade, H. (n.d.). Understanding rubrics. Welcome to middleweb's middle school
resources! Retrieved April 15, 2011, from http://www.middleweb.com/rubricsHG.html
Graves, D. H. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4).
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Reinforcing effort and providing recognition. In
Classroom instruction that works: research-based strategies for increasing student achievement (pp.
96-102). Alexandria, VA: Association for Supervision and Curriculum Development.
McMillan, J. H. (1997). Assessing knowledge, reasoning, skills and products: performance-based
assessments. In Classroom assessment: principles and practice for effective instruction (pp. 217-222).
Boston: Allyn and Bacon.
Nauman, A. D., Stirling, T., & Borthwick, A. (2011). What makes writing good? an essential question
for teachers. The Reading Teacher, 64(5), 2nd ser., 318-328.
The Advantages of Rubrics: part one in a five-part series - TeacherVision.com. (n.d.). Teacher lesson
plans, printables & worksheets by grade or subject - TeacherVision.com. Retrieved April 15, 2011, from
http://www.teachervision.fen.com/teaching-methods-and-management/rubrics/4522.html
Tompkins, G. E. (2000). Assessing students writing. In Teaching writing: balancing process and
product. Upper Saddle River, NJ: Merrill.
Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.