THREE DIMENSIONS OF A

HIGH-QUALITY RUBRIC

Created by Shauna Denson

“Classroom Assessment for Student

Learning”(J. Chappuis)

I.Content of the Rubric

Content of the Rubric

Content:The elements of quality essential to achieve the intended learning target.

Content of the Rubric

A GOOD Rubric……defines the

intended learning targets by describing WHAT is required to do it well.

Content of the Rubric

How do we create GOOD

content?•TARGET ALIGNMENT•Match to ESSENTIAL ELEMENTS

I. Content of the RubricA. Target Alignment

Content of the Rubric – Target Alignment

•Criteria should only focus on features that contribute to doing well on the learning target. (knowledge, reasoning, skill, product)

I. Content of the RubricA. Target AlignmentB. Match to Essential

Elements

Content of the Rubric – Match to Essential Elements

•Represents best thinking in the field about what it means to perform well on the intended learning targets.

Content of the Rubric – Match to Essential Elements

Stay away from…•Sending the message that what is left out is unimportant.•Generating incomplete information on which to plan future instruction.•Providing no feedback to students on the quality of valued elements.

II.Structure of the Rubric

I. Content of the RubricA. Target AlignmentB. Match to Essential

ElementsII. Structure of the Rubric

Structure of the Rubric

Structure:Structure is how the rubric is organized: criteria are defined that represent important dimensions of quality.

Structure of the Rubric

Good Structure…•Organizes descriptors so that user can create an accurate picture of strengths and weaknesses•Contributes to ease of use

I. Content of the RubricA. Target AlignmentB. Match to Essential

ElementsII. Structure of the Rubric

A. Number of Criteria

Structure of the Target – Number of Criteria

•Should be sufficient to reflect the complexity of the learning target and its intended use.

I. Content of the RubricA. Target AlignmentB. Match to Essential

ElementsII. Structure of the Rubric

A. Number of CriteriaB. Independence of

Criteria

Structure of the Target – Independence of Criteria

•Multiple criteria should be independent of one another.•Same or similar descriptors should appear in only one criterion.

I. Content of the RubricA. Target AlignmentB. Match to Essential

ElementsII. Structure of the Rubric

A. Number of CriteriaB. Independence of

CriteriaC. Grouping of

Descriptors

Structure of the Target – Grouping of Descriptors

•In multiple criteria, all descriptors should fit under the criterion they are assigned to.

I. Content of the RubricA. Target AlignmentB. Match to Essential

ElementsII. Structure of the Rubric

A. Number of CriteriaB. Independence of

CriteriaC. Grouping of

DescriptorsD. Number of Levels

Structure of the Target – Number of Levels•The number of levels of

proficiency defined within each criterion should fit the complexity of the target and intended use of the data as well.•The quantity of levels should be able to reflect typical stages of student understanding.

III.Descriptors in the Rubric

I. Content of the RubricA. Target AlignmentB. Match to Essential Elements

II. Structure of the RubricA. Number of CriteriaB. Independence of CriteriaC. Grouping of DescriptorsD. Number of Levels

III. Descriptors in the Rubric

Descriptors in the Rubric

•The details that separates the levels•Accurately represent the criteria•Are clear and completely stated

I. Content of the RubricA. Target AlignmentB. Match to Essential Elements

II. Structure of the RubricA. Number of CriteriaB. Independence of CriteriaC. Grouping of DescriptorsD. Number of Levels

III.Descriptors in the RubricA. Kind of Detail

Descriptors in the Rubric – Kind of Detail

•Wording should be descriptive of the work•Should assist in defining levels that diagnose student’s strengths and weaknesses•Changes in frequently used descriptors should indicate changes in quality.

I. Content of the RubricA. Target AlignmentB. Match to Essential Elements

II. Structure of the RubricA. Number of CriteriaB. Independence of CriteriaC. Grouping of DescriptorsD. Number of Levels

III.Descriptors in the RubricA. Kind of DetailB. Content of Levels

Descriptors in the Rubric – Content of Levels

•Rubric levels should be parallel in their references•Each indicator of quality should be mentioned in all levels

I. Content of the RubricA. Target AlignmentB. Match to Essential Elements

II. Structure of the RubricA. Number of CriteriaB. Independence of CriteriaC. Grouping of DescriptorsD. Number of Levels

III.Descriptors in the RubricA. Kind of DetailB. Content of LevelsC. Formative Usefulness

Descriptors in the Rubric – Formative Usefulness

•Should function as effective feedback to students and teachers•Should lead to clear conclusions about strengths and areas of weaknesses•Should assist teachers in determining what to teach next, including whole group reteaching•Should be written in a student-friendly language

WHAT DO YOU CONSIDER WHEN CONSTRUCTING A HIGH QUALITY RUBRIC?

I. CONTENT OF THE RUBRIC

II. STRUCTURE OF

THE RUBRIC

III. DESCRIPTOR

S IN THE RUBRIC

Book: 1 al.], J. C. (2012, 2007). Classroom Assessment for Student Learning. Upper Saddle River: Pearson Education, Inc.

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