- Focus on measuring a stated “objective” (performance, behavior, or quality).
- Use a “range” to rate performance.
- Include specific performance characteristics, arranged in levels indicating the “degree” to which a particular standard has been met.
There are specific guidelines to utilize when creating a rubric. The following guidelines were adapted from the following Web site: As of today, 10July08...Link is now dead.....http://edweb.sdsu.edu/triton/july/rubics/Rubric_Guidelines.html.
Steps to Rubric Development
- Determine learning outcomes.
- Brevity (Include 4 - 15 items, use brief statements or phrases).
- Each rubric item should focus on a different skill.
- Center on how the student develops/expresses their learning.
- Evaluate only measurable criteria.
- Ideally, the entire rubric should fit on one sheet of paper.
- Reevaluate the rubric (i.e. Did it work? Was it sufficiently detailed?).
Terms to Use in Measuring Range/Scoring Levels
- Needs Improvement...Satisfactory...Good…Exemplary.
- Needs work...Good...Excellent.
- Numeric scale ranging from 1 to 5.
Concept Words that Convey Various Degrees of Performance
- Depth...Breadth...Quality...Scope...Extent...Complexity... Degrees...Accuracy.
- Presence to absence.
- Complete to incomplete.
- Many to some to none.
- Major to minor.
- Consistent to inconsistent.
- Frequency: always to generally to sometimes to rarely.
A great deal of preparation is involved when creating a rubric; however, there are a plethora of assessment rubrics which may be found via Internet. Below are several very useful sites:
RubiStar: a wonderful tool to assist the teacher who wishes to use rubrics, but does not have the time to develop them from scratch. It provides an extensive tutorial which includes information on changing categories, their headings, and content.