RUBRICS
Assessment and
Intervention
A RUBRIC ARTICULATES
• Expectations for the Assignment
• Criteria or “What Counts”
• Levels of Quality
from excellent to poor
HOLISTIC RUBRIC
• “Wholistic” evaluation
• First impression of the overall
quality of the writing
• Domain Scoring Guide for the
PSSA Writing Test
ANALYTIC RUBRIC
• Description of writing based
upon certain qualities inherent to
the piece
• Examination of the individual
parts or elements to look at the
whole
Analytic Rubric used by the
Teacher to
• Analyze students’ work.
• Assess students’ strengths and
weaknesses in writing and
composing.
• Create intervention tools for
instruction.
Analytic Rubric used by the
Teacher to
• Develop instructional rubrics for
students.
• Teach necessary concepts
through direct instruction.
• Evaluate and monitor students’
progress in writing skills.
Analytic Rubric used by the
Teacher to
• Conference with individual
students
• Repeat instruction, if necessary.
• Move students to higher levels of
writing skills.
Analytic Rubric used by the
Students to
• Get a general sense of the
undertaking.
• Set goals for their writing.
• Create plans for papers.
• Complete self-assessments.
Analytic Rubric used by the
Students to
• Improve their personal writing
styles and skills.
• Monitor their progress.
• Hopefully, feel more comfortable
with their writing.
Use Assessment as an
Instructional Tool
• Students can generate their own
scoring rubrics.
• Thus, student-prepared rubrics
are grounded in their own
values and critical judgment.
ASSESSMENT through
RUBRICS
Define assessment for students
in terms of
feedback.
ASSESSMENT through
RUBRICS
• Do not ask students to grade
themselves.
• Teach students how to use
rubrics to formally assess
their own writing.
YOUR TURN
Within your small group,
score the writing for your
given domain area.
YOUR TURN
• Create a scoring rubric specific to your
domain and group piece.
• Define the trait for your domain.
• State the criteria needed to meet a certain
level.
• Write your guide from one point of view
(student or teacher).
YOUR TURN
• Share your rubrics with the group.
• What interventions can you provide
to move your students from low
scores to higher scores?
INTERVENTION
• Instructional Strategy
• Method to intervene or “change”
poor writing practices exhibited by
students.
• Teaching practice to develop
improved student skills so that
students can achieve higher levels.
INTERVENTION
• How can you, as the teacher, help
your students improve their
writing?
• Review individual assessments
and select certain targets as
achievement goals.
INTERVENTION
• Develop interventions in the
form of direct instruction,
student goals, collaborative
learning, models, planning,
proofreading, conferencing…
• Look at your rubrics.
INTERVENTION
• As simple as
“I want you to add three strong
words to your story.”
“Write as much as you can in 3
minutes.”
“Circle the word said. Replace it
with another word.”
INTERVENTION
• As complex as
“Look at the beginnings of your
sentences. Do they always start
the same way? If so, I will help
you change some of those
beginnings.”
INTERVENTION
• As simple as
“Reading this paper is easy.”
• As complex as
“Do big errors shout at me from
the page?”
YOUR TURN
Within your small group,
develop some interventions
for your domain area.
YOUR TURN
Share your interventions
with all of us.
YOUR TURN
• Develop some writing rubrics for
and with your students.
• Assess your students’ progress.
• Devise interventions to improve their
skills.
• Enjoy observing your students as
they make progress with their
writing.
YOUR TURN
• Interpret the PSSA
domain scoring guide.
• Create analytic
rubrics.
• Develop interventions.
• Practice the Progress
Monitoring Process.
• Write with students!
BIBLIOGRAPHY
• “Assessment and Evaluation.”
http://www.sasked.gov.sk.ca/docs/mla/ass
ess.html 25 Feb. 2005.
• Baldwin, Doug. “A Guide Standardized
Writing Assessment,” Educational
Leadership. Oct. 2005: 72-75.
BIBLIOGRAPHY
• Olson, Carol Booth. Practical Ideas for
Teaching as a Process at the Elementary
and Middle School Levels. California
Department of Education: 1996.
• Saddler, Bruce and Heidi Andrade. “The
Writing Rubric,” Educational Leadership.
October 2004: 48-52.
RUBRIC RESOURCES
• http://rubistar.4teachers.org/index.php
• http://www.teachnology.com/web_tools/rubrics/
• http://www.uen.org/Rubric/rubric.cgi?rubric
_id=1082
• http://www.ncsu.edu/midlink/rub.pres.html