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Schreiber, L. The development and test of the public speaking competence rubric. Stellmack, M. An assessment of reliability and validity of a rubric for grading APA-style introductions. Timmerman, B. Torrance, H. Assessment as learning? This, of course, will vary depending upon the grade levels you teach, your subject area, and the task at hand. However, teachers should keep a few things in mind when creating quality rubrics:. Still not convinced? Just give rubrics a shot the next time you assign a project, paper, essay, etc.
You can even ease your transition by using a brilliant website aptly called Roobrix, a tool that helps educators avoid grading errors when scoring rubrics. Once you see that the feedback you are giving your students leads to improvement in their work, I promise you will never turn back.
Teachers who use rubrics: set clear guidelines and expectations from the outset of the school year. Teachers who do not use rubrics: leave students without clear guidance on which skill areas they need to improve.
However, teachers should keep a few things in mind when creating quality rubrics: Be consistent. You should plainly lay out your expectations from day one by giving your students the criteria you will assess with throughout the year.
You can show them from the get-go how they can approach, meet, or exceed your expectations. For example, if you are going to give a writing exercise, your rubric for that skill should vary little from one assignment to the next. Base them around the skills you are assessing. The memorization of rote facts does little to exemplify how skilled students are at performing in the subject you teach. I know this firsthand because I am a Spanish teacher who once upon a time made her students memorize verb tenses completely out of context.
Every good rubric contains four or five main components that you are looking for in a project. These points can be one word or a whole sentence; it doesn't matter as long as they are understandable. For example, if you're grading an oral presentation, you may want one of your points to be "composure. Another point could be longer, like "how well is the argument presented. You can't grade someone based on one-word categories alone. Therefore, in each category you should include descriptions of specific things that you are looking for.
Let's take the above example of an oral report; under the "composure" category, you could include a few key subcategories like "appears comfortable talking to an audience" and "consistently makes eye contact. It's easier for you if you make your projects out of points. When you're assigning point values for each category, keep this in mind.
Go through your rubric's main components and assign point values to each. Then, break up these points and distribute them among the subcomponents you've listed for each main part.
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