Rubrics

As opposed to most traditional forms of testing, performance assessment does not have clear-cut or wrong answers. Rather there are degrees to which a student is successful or unsuccessful. This can be accomplished by creating rubrics.
Airasian, (1991) Popham, (1995) and Stiggins, 1994) were cited by Brualdi (2000) on their definition of rubric as a rating system by which teachers can determine at what level of proficiency a student is able to perform a task or display knowledge of a concept. With rubrics, the different levels of proficiency for each criterion can be defined. Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes of students’ efforts (Brookhart, 1999). Scoring rubrics are typically employed when a judgment of quality is required and maybe used to evaluate broad range of subjects.

In the article by Heidi Goodrich Andrade published in American Leadership in 1999, he defined rubric as a scoring tool that lists the criteria for a piece of work or what counts. It also articulates gradations of quality for each criterion, from excellent to poor. The term defies a dictionary definition, but it seems to have established itself.

There are many types of scoring rubrics. An analytic scoring rubric allows for the separate evaluation of each independent criterion scored on a different descriptive scale. But when there is an overlap between the criteria set, a holistic rubric is preferable. In this type of scoring rubric, the criteria is considered in combination on a single descriptive scale which supports broader judgments concerning the quality of the process or the product (Brookhart, 1999). Scoring rubric may either be general or task specific. General scoring rubrics are designed to evaluate broader category of tasks while task specific scoring rubrics are designed to evaluate students’ performance on a single-assessment event. However, scoring rubrics may contain both general and task-specific components (Moskal, 2000). Wiggins (1993) as cited by Brualdi (1993) has cautioned that not all hands-on activities can be used as performance-based assessments. Stix (1997) as cited by Brualdi (1993) further stressed that in constructing rubrics, the varying levels of proficiency must be properly communicated. This may be done by using impartial words instead of numerical or letter grades.

Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it. By making teachers’ expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning (Marcus, 1995 as cited by Andrade, 1997).

A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own and others’ work. When rubrics are used to guide self and peer-assessment, students become increasingly able to spot and solve problems in their own and one another’s work. Repeated practice with peer assessment and specially self-assessment, increases students’ sense of responsibility for their own work and cuts down on the number of “Am I done yet?” questions (Andrade, 1997).

Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend to find that by the time a piece has been self and peer assessed according to a rubric, they have little left to say about it. When they do have something to say, they can often simply circle an item in the rubric, rather than struggling to explain the flaw or strength they have noticed and figuring out what to suggest in terms of improvements. Rubrics provide students with more informative feedback about their strengths and areas in need of improvement (Andrade, 1997).
Fourth, teachers appreciate rubrics because their accordion nature allows to accommodate heterogeneous classes. Finally, rubrics are easy to use and explain (Andrade, 1997).

Rubrics are becoming increasingly popular with educator moving toward more authentic, performance-based assessments. Andrade suggested some steps in rubric design process among students to boost the learning leverage of rubrics: look at models, list criteria, articulate gradations of quality, practice on models, use self and peer assessment, revise and use teacher assessment using the same rubric students used in assessing their work.

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Recommended Citation: Fetalvero, E. G. (2006, July 26). Rubrics. Retrieved Month accessed Day accessed, Year accessed, from Journey of a Filipino Biology Teacher: http://m-agent-a.blogspot.com/2008/11/rubrics.html