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WRITING RUBRICS

Identifying Rubric Criteria
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Creating a Rubric
Identifying Rubric Criteria
Writing Descriptive Indicators
Weighting A Rubric
Create Your Own Rubric Assignment

When beginning this module, you will first be considering the criteria that is important is evaluating the product or process.

Learning Objective

  • The participant will identify useful criteria to use in developing a rubric.

Resources

        Read Section E and F of What is a Rubric? http://www.relearning.org/resources/PDF/rubric_sampler.pdf

Directions

  1. Review the Key Concepts and examples.
  2. Do each learning activity and click on the Suggestions button for feedback with sample responses.
  3. Consider the Discussion and Reflection questions below. Share you thoughts and ideas in the class discussion.

Key Concepts

  • Identifying rubric criteria is all about having a process to follow.
  • The criteria to be identified are the factors you want to assess.  The criteria should be measurable and relevant.  The criteria are related to the objectives set when you created your assignment.
  • You many not be able to evaluate all of the criteria generated.  Assess those whose product/performance will be observable and suitable for performance assessment. 
  • The process to follow is to first make a list of the objectives you will use.
  • Then, make a list of the factors related to the objectives you have targeted that can be evaluated by a rubric.
  • Last, review the listing of factors that you have generated and consider if they should all be included.  Some may need to be deleted and some may need to be added.
  • Once you are satisfied with the list of factors, examine whether there are factors with things in common.  If there are, you can group these together with a descriptive label. These labels are the criteria on which students will be assessed.
  • For the criteria you identify, write a brief definition to communicate their intent/focus in the rubric.  Avoid using positive or negative comments in the definitions.

Learning Activity #1:  Identifying useful criteria (factors)

The targeted achievement is to write a comprehensive business report.  From the list below, place a check mark beside the criteria that could be used in a rubric to identify performance. Check your answers in the key at the end of the exercise.

Writing style                               

 Quality of Analysis                     

 Transition                                  

 Proofreading                              

 Conclusions                   

 Flow charts, graphs

Organization                               

 Statement of Purpose     

 Quality of research                     

 Revising                         

 Documentation  

 Creating interest

 Format                                      

 Audience                                   

 Length of report                

Recommendations                     

 Illustrating Data  

 Report Basics

 

 

 

SUGGESTIONS

 

 


Learning Activity #2: Grouping criteria (factors)

Once you have chosen the factors that could be used, examine the possibility of grouping the ones that could be placed together with a descriptive label.  The labels that you give to the groups will result in the criteria to be used in a rubric. A typical rubric would have about five criteria for assessment purpose.  From the above list regroup the factors under 5 possible criteria.  After you have done this, check for possible answers in the key at the end of this exercise.

 Criteria #1:

      Factors:

Criteria #2:

      Factors:

Criteria #3

      Factors

Criteria #4

      Factors

Criteria #5

      Factors

SUGGESTIONS

       

           

Reflection Questions

  • What type of thinking skills are needed in order to be able to identify key criteria?
  • What are the qualities to look for in developing useful criteria?
  • Can your students help to determine the criteria?  How would you do this?  What effect would this have on the students, given this opportunity?

Helpful Hints

  • To use the rubric for more than one task/scenario, write general criteria rather than making them scenario specific.
  • Be careful to not choose criteria that are simply easy to use. Consider the importance of significant, relevant criteria.

 

KEY WORDS:  CRITERIA...AUTHENTIC ASSESSMENT