Rubrics
Rubrics provide clear criteria
for evaluating a product or performance on a continuum of
quality. Rubrics are not simply checklists with point
distributions or lists of requirements. Well designed
rubrics have the following in common:
1. They are task specific: The
more specific a rubric is to a particular task, the more
useful it is to the students and the teacher. The
descriptors associated with the criteria should reference
specific requirements of the assigned task and clearly
describe the quality of work at each level on the rubric.
The rubrics to the left are all posted as Word documents so
that teachers can tailor them to a particular task.
2. They are accompanied by exemplars: The levels of quality
described in the rubric need to be illustrated with models
or exemplars. These anchor papers help both the students
and the teacher to see and understand what quality work
looks like as it is described in the rubric. These models
or exemplars can come from past student work or the teacher
can create a model to share with the class.
3. They are used throughout the instructional process: The
criteria used to evaluate student work should be shared as
the task is introduced to help students begin with the end
in mind. Rubrics and models should also be referenced while
the task is being completed to help students revise their
work. They should also be used after the task is complete,
not only to evaluate the product or performance, but also
to engage students in reflection on the work they have
produced.
From: Greece Central School District
Web
Links:
Greece Writing Rubrics
Kathy Schrock's Guide for Educators -
Rubrics
6 + 1
Rubrics:
Poster
Sentence Fluency
Presentation
Ideas
Organization
Word Choice
Conventions and
Presentation