rubric

RUBRICS

There are many samples of rubrics on the internet which can be used or modified.

One site is http://rubistar.4teachers.org/index.php

However, sometimes it's not possible to find an existing rubric to use or modify and you will need to create your own. Below are some steps to follow in creating your own (based very loosely on Chicago Public Schools, Instructional Intranet)

Steps in developing a scoring rubric :

1. Make a decision on what areas (dimensions) of the performance or product to be assessed or rated (e.g. choices may include skills, communication etc.)

2. It may help to look at some actual examples of student work to guide you in what you want to include as dimensions to be assessed

3. Write a definition for each of the dimensions

4. Develop a continuum (scale) for describing the range of expectations for each dimension

5. Pilot test your rubric on actual samples of student work

6. If necessary, revise the rubric and try it out again

7. Share the rubric with your students and parents.

Included below is a rubric used to assess a design project. Notice the areas to be assessed: concepts, skills, communication, relating of Science and technology to each other and to the world outside the school. The designer could have chosen other areas or dimensions if he/she had wished. But he/she felt that these were most relevant to the project being designed. Note that the areas are defined. Also, observe how a scale is developed with descriptions to guide the scorer.

A rubric can often be developed with the help of students. If a rubric is to be used as a measure of assessment, it is important that it be shared and discussed with students before the assessment takes place. It should also be communicated to parents, if possible.

(Habitats, Science & Technology Addison Wesley Longman Ltd.

DESIGN PROJECT RUBRIC

AREAS OF

ASSESSMENT

1 2 3 4

Basic Concepts

Identifies factors that affect plants and animal

Missing several

factors and unaware of how the factors are related to the habitat

Not all factors are identified and/or considered

Factors identified and

considered include food, water, shelter , and space

Factors identified and

considered include food, water, shelter , and space and include how these are connected to each other and/or will be available in future.

Skills

Design an action plan based on specific criteria to improve a local habitat.

Designed plan uses very few of the required skills and strategies

Designed plan uses some of the required skills and strategies

Designed plan uses most of the required skills and strategies

Designed plan demonstrates exceptional use of the required skills and strategies

Communication

Communicate the procedures and expected results of their action plan

Communication of action plan is incomplete and/or unsupported

Communication of action plan is clear but unsupported

Communication of action plan is clear and supports the choice made

Communication of action plan is clear and includes both sides of issues and a rationale for the plan

Relating of Science & Technology to each other & to world outside the school

Determines how actions will affect the natural world.

Shows little understanding of the effect their actions can have on habitats

Shows some understanding of the effect their actions can have on habitats

Shows understanding of both positive and negative effects caused by their actions

Shows understanding of both positive and negative effects caused by their actions

And understands that different situations require both types of action

(top chart) (top page) (home)

AREAS OF ASSESSMENT	1	2	3	4
Basic Concepts Identifies factors that affect plants and animal	Missing several factors and unaware of how the factors are related to the habitat	Not all factors are identified and/or considered	Factors identified and considered include food, water, shelter , and space	Factors identified and considered include food, water, shelter , and space and include how these are connected to each other and/or will be available in future.
Skills Design an action plan based on specific criteria to improve a local habitat.	Designed plan uses very few of the required skills and strategies	Designed plan uses some of the required skills and strategies	Designed plan uses most of the required skills and strategies	Designed plan demonstrates exceptional use of the required skills and strategies
Communication Communicate the procedures and expected results of their action plan	Communication of action plan is incomplete and/or unsupported	Communication of action plan is clear but unsupported	Communication of action plan is clear and supports the choice made	Communication of action plan is clear and includes both sides of issues and a rationale for the plan
Relating of Science & Technology to each other & to world outside the school Determines how actions will affect the natural world.	Shows little understanding of the effect their actions can have on habitats	Shows some understanding of the effect their actions can have on habitats	Shows understanding of both positive and negative effects caused by their actions	Shows understanding of both positive and negative effects caused by their actions And understands that different situations require both types of action