Developing Rubrics

Introduction | Rubric elements | Example 1: Ball skills | Example 2: Land use | Show All

Introduction

A rubric is a scoring guide that seeks to evaluate a student's performance based on a range of defined criteria or guidelines, and should be developed to build upon students' current knowledge and skills. When given to students before they commence a unit of work, students are able to think about the criteria and goals they have to meet and how they can address these. Rubrics serve an important role in creating assessment that is student-centred and standards driven.

Elements of a scoring rubric

Criteria for assessment which link to the relevant standard.
Definitions and examples to clarify the meaning of each criteria.
Descriptions of different levels of achievement for each criteria.

Example of a rubric

For each learning objective, knowledge, skill or behaviour that students are expected to achieve during the unit (for which rubrics are necessary):

Define the criteria that will illustrate achievement of the standard (for example, demonstrate attentive listening) or task (for example, giving a presentation)
Describe the range of possible performances, from the highest to the lowest, that can be expected from students on any given criteria. The number of levels of performance described will depend on the nature of what is being assessed.
If required, levels can be grouped, or cut off points established, to provide descriptions of what is, for example, 'below expectations' or 'satisfactory'.
Share the descriptions with the students and ask for feedback, making sure the overall criteria, and each level, is clearly understood by students. It is imperative that students clearly understand how they are being evaluated and what each level represents in relation to scores assigned if they are to understand the standards that they are being held accountable to achieve. It is also a great tool for helping students self diagnose strengths and weaknesses so that they become part of the 'planning for instruction' process.

Example 1: Ball skills

Assessment Task (Level 3)

There are three parts to the assessment task:

Part 1: During minor games, students perform an overhand throw from a stationary position.
Part 2: During minor games, students perform a catch from a stationary position.
Part 3: During minor games, students move into position and perform an overhand throw or catch.

Suggested duration: 8 lessons.

Assessment can be integrated throughout the teaching and learning sessions.

Rubric

Assessment criteria	Towards the level	At the level	Beyond the level
1 Ability to perform the overhand throw proficiently while in a stationary position.	Attempts skill but lacks correct technique or control.	Demonstrates skill with the correct technique and control.	Performs skill with correct technique and control in a complex skill development activity.
2 Ability to perform the catch proficiently while in a stationary position.	Attempts skill but lacks correct technique or control.	Demonstrates skill with the correct technique and control.	Performs skill with correct technique and control in a complex skill development activity.
3 Ability to move into position to proficiently perform the overhand throw or catch.	Does not move into the correct position or moves into the wrong position, and/or performs skills without the correct technique or control.	Demonstrates skills with the correct technique and control after moving into correct position.	Moves into correct position to perform skills with the correct technique and control in response to demands in a complex skill development activity.

Sample Record Sheet

Student Name: ______________________________

Date	Session 1	Session 2	Session 3	Session 4	Session 5	Session 6	Session 7	Session 8	On balance judgement
Criterion 1
Criterion 2
Criterion 3

Example 2: Aboriginal and Torres Strait Islander Land Use

Assessment Task (Level 4)

Students write a report on an area or location of cultural significance for Aboriginal or Torres Strait Islander people, including information about the place, how it is used by people and how use of the place affects the environment. They are expected to present the result of research into different perspectives of land use and care, and consider these different viewpoints in a historical and cultural context.

Rubric

Criteria	Towards the level	At the level	Beyond the level
1 Explanation of key aspects of Aboriginal or Torres Strait Islander beliefs about land.	Demonstrates some knowledge of key aspects of Aboriginal or Torres Strait Islander beliefs but does not relate them to land.	Explains some aspects of Aboriginal or Torres Strait Islander beliefs about land.	Explains general beliefs of Indigenous people about land and its use and relates the beliefs to a particular area and/or contrasts Indigenous and non-Indigenous beliefs.
2 Explanation of why different groups have different views about the use and care of places.	Identifies examples of different views held by different groups about the use and care of places but offers no explanation for the differences.	Describes why different groups have different views about land use and care of places.	Identifies problems of reconciling Indigenous and non-Indigenous claims for the use and care of places or Demonstrates an understanding of past and current beliefs and conflicts.
3 Description of a place and how it is used by Indigenous and non-Indigenous groups.	Describes place but provides little detail of land use by different groups.	Considers and accurately describes place, and the use of, or desired use of, the land by Indigenous and non-Indigenous groups.
4 Description of how use of place affects environment.	Suggests few links or limits discussion of environmental impact to only one example of land use.	Provides a clear explanation of the environmental impact of different types of land use.	Provides judgments about the environmental impact of land use.

Sample Record Sheet

Student Name	Criterion 1	Criterion 2	Criterion 3	Criterion 4	On balance judgment
Student 1
Student 2
etc.