Presentation on Creating Meaningful Rubrics. Updated: May 2014

1. Creating Meaningful Rubrics
that Assess Student Learning
an interactive Professional Development workshop
Presented by
Stan Freeda
Office of Educational Technology
New Hampshire Department of Education

2. Resources
BP-01 Creating and Using Meaningful Rubrics that Assess Student Work
As defined by rubric guru Heidi Goodrich, a rubric as "a scoring tool that lists
the criteria for a piece of work or 'what counts.'" This course will give
teachers the tools to clearly identify the goals and objectives of a student
product and to assess various aspects of those student products. Participants
will investigate various theories for creating rubrics, visit websites with online
rubric creators and develop their skills for creating meaningful rubrics
that can enhance the quality of their student work. Participants will engage in
readings, discussion, exploratory activities and create rubrics that assess
student products for learning while focusing students on the goals and
objectives of their assignments.

3. Agenda

4. Competency
Start with the end in mind. – Standard = Learning
Determine how you will know learning has occurred -
Assessment
Develop the lessons and activities that give
experience and practice with the performances you
expect.
Learning is a change in behavior with experience
and practice.

5. Competency

6. Competency

7. Assessment
Formative
A range of formal and informal assessment procedures employed
by teachers during the learning process in order to modify
teaching and learning activities to improve student attainment. It
typically involves qualitative feedback (rather than scores) for both
student and teacher that focuses on the details of content and
performance.
During the lessons to help student and teacher. “for learning”
Summative
Refers to the assessment of the learning and summarizes the
development of learners at a particular time.
After the lessons to inform student and teacher. “of learning”

8. Assessment
Validity
Validity refers to how well the rubric measures what it is
supposed to measure. One key to rubric validity is carefully
selecting criteria that match the concepts and skills
necessary to meet the standard.
Reliability
Reliability is the extent to which the rubric yields consistent
results when used repeatedly under the same conditions.
inter-rater reliability when two different graders use the rubric on the
same performance and give similar scores.
intra-rater reliability when one grader gets consistent results if one grade
using the same rubric to judge the same performance at different times.

9. Rubrics
the "rules" for regulating expected student
performance
the "established guidelines" for those evaluating
the performance
a "road map" that guides students to their
destination
the "publication" of criteria for performance

10. Purpose
defines excellence
helps teachers plan how students can achieve
excellence
aligns the criteria and instructional objective
communicates the degree to which a student has
accomplished the instructional objective
makes the scoring of performance more accurate and
consistent documents the procedure used in making
judgments about student performance

11. Standards
Academic / Content Standards
Clearly defined statements and/or illustrations of
what all learners are expected to know and be
able to do.
Broad and Abstract Ideas and Understandings

12. Performance
Performance objectives / criteria /
Learning objectives / indicators
Statements which identify the specific knowledge,
skill, or attitude the learner should gain and
display as a result of the training or instructional
activity.
Concrete and Observable Behaviors

13. Measurement
Measurement scale / performance levels
The scale is the range of possible performances divided
into various levels of performance. The number of
divisions in the scale should be determined by the
ability to clearly separate the quality of the
performance into definable performance levels.
Basic  Proficient  Advanced
Basic  Proficient  Accomplished  Advanced
Beginning  Basic  Proficient  Advanced  Exceptional
Immature  Basic  Developing  Proficient  Accomplished  Advanced

14. Rubrics
Holistic
◦must make a judgment about the quality of ALL criteria
simultaneously
◦the criteria are combined into paragraphs
◦must know subject matter VERYWELL
Analytic
◦must make a judgment about the quality of the criteria
◦must determine the extent to which each dimension is present
◦numbers or words are used to evaluate level of performance

15. Rubrics
a Holistic Rubric example criteria
Proficient
3 points
The student's project has a hypothesis, a procedure, collected data, and
analyzed results.The project is thorough and the findings are in agreement
with the data collected.There are minor inaccuracies that do not affect the
quality of the project.
Adequate
2 points
The student's project may have a hypothesis, a procedure, collected data, and
analyzed results.The project is not as thorough as it could be; there are a few
overlooked areas.The project has a few inaccuracies that affect the quality of
the project.
Limited
1 point
The student's project may have a hypothesis, a procedure, collected data, and
analyzed results.The project has several inaccuracies that affect the quality of
the project.

16. Rubrics
an Analytic Rubric example
◦criteria in categories, description in the scale
Criteria 4 points 3 points 2 points 1 point
Has a plan for
Investigation
The plan is
thorough
The plan is
lacking a few
details
The plan is
missing major
details
The plan is
incomplete and
limited
Use of
Materials
Manages all
materials
responsibly
Uses the
materials
responsibly
most of the
time
Mishandles
some of the
materials
Does not use
materials
properly
Collects the
Data
Thorough
collection
Some of the
data
Major portions
of the data are
missing
The data
collection
consists of a
few points

17. Rubrics
an Analytic Rubric example
◦criteria is perfect exemplar, proportion met in the scale
Criteria 4 points 3 points 2 points 1 point
Has a detailed
and thorough
plan for the
investigation
Always Often Sometimes Rarely
Manages the
use of all
materials
responsibly
Complete Almost Partially Incomplete
Thoroughly
collects and
records all
necessary data
Thorough Most Some Few

18. Summary
1. Start with the Standard
2. Visualize the evidence necessary for
achievement
3. Determine the Performance Criteria based
on the evidence necessary
4. Determine the levels of performance
5. Refine with focus on validity and reliability
6. Try it out and revise as needed

19. Conclusion
I’m confused.
No wait…
Maybe I’m not.

20. Resources

21. ContactInformation
For more information
Stan Freeda
Stanley.Freeda@doe.nh.gov 603.271.5132