1.By Edgar LuceroAdapted from: Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on Apr 17, 2012, fromwww.sdst.org/shs/library/powerpoint/rubrics.ppt and Nancy Aller, PhD (2008) Designing Rubrics.

2. The more specific your rubric, theless subjective the assessment.Indicators must be established from what you expect your students will do in line with the contents. 3. A rubric is a guideline for rating student performance. It must define the range of possible performance levels. Within this range, there are different levels ofperformance which are organized from the lowest level tothe highest level of performance. Usually, a scale of possible points is associated with thecontinuum in which the highest level receives thegreatest number of points and the lowest level ofperformance receives the fewest points. 4. Benefits: The rubric provides assessment with exactly the characteristics for each level of performance on which the students and the teacher should base their judgment. The rubric provides the students with clear informationabout how well they performed and what they need toaccomplish in the future to better their performance. 5. RubricChecklistRubrics include descriptors orChecklists have not judgment ofindicators for each targeted criterion. quality.Rubrics provide a scale which Checklists can only be used whendifferentiates among the descriptors. present or absent is a sufficientcriterion for quality. 6. Criteria (Rubric and Checklist): The specific areas forassessment and instruction. They must be clear andrelevant, age appropriate, and form and functionrepresented. Descriptors (Rubric): The level of performance for thecriteria. They must be clear and observable. Indicators (Checklist more than Rubric): clearly indicatewhat is necessary to achieve in a level of performance. Levels of Performance (Rubric or Checklist): Thedegrees of quality of performance or the descriptiveweigh (in numbers) of that performance. 7. Levels of PerformanceCriteria Descriptors 8. Levels of PerformanceIndicators 9. Holistic AnalyticalViews product or performance as aSeparate facets of performance arewhole; describes characteristics ofdefined, independently valued, anddifferent levels of performance. scored. Facets scored separatelyCriteria are summarized for eachscore level.Excellent Researcher no apparent historical inaccuracies can easily tell which sources information was drawn from all relevant information is includedGood Researcher few historical inaccuracies can tell with difficulty where information came from bibliography contains most relevant informationPoor Researcher lots of historical inaccuracies cannot tell from which source information came bibliography contains very little information 10. 10 tips when designing your rubrics for your projects. 11. Use one specific rubric per alternativeassessment and per different activity aspossible. Efficient Builds recognition of excellence 12. Ifusing pre-designed rubrics, carefullyconsider quality and appropriateness foryour project. 13. Aimfor concise, clear, jargon-free languagein most instances, lengthy rubrics probably can be reduced to succinctmore useful versions for classroom instruction. Such abbreviated rubrics can still capture the key evaluative criteria needed to judge students responses. Lengthy rubrics, in contrast, will gather dust (Benjamin 23). 14. Limitthe number of criteria, but separate key criteria. Very clear and very organized may be punctual. 15. Use key, teachable criteria. Key Questions: What are my objectives? Are there other generalized objectives that should be included? What are the contents? How do I expect my students to do their performance? 16. Use concrete versus abstract, and positives rather than negatives Instead of poorly organized use sharply focused statements, topic sentences clearly connected, logical ordering of paragraphs, and conclusion ends.Key Question to ask yourself: Would student knowwhat quality looked like by this description? 17. Use measurable criteria. Includes two or more new ideas instead of creative and imaginative 18. Aim for an even number of levels Create continuum between least and most Define poles and work inward List skills and traits consistently across levels 19. Considerincluding students in creating oradapting rubrics Consider using I in the descriptors I followed preciselyconsistentlyinconsistentlyMLA documentation format. I did not follow MLA documentation format. 20. Providemodels of the different performance levels. 21. Design backwardsrubric first; then product/performance. Decide on the criteria for the product or performance to be assessed. Write a definition or make a list of concrete indicatorsidentifiable--for each criterion. Develop a continuum for describing the range of performance foreach criterion. Keep track of strengths and weaknesses of rubric as you use it toassess student work. Revise accordingly. Step back; ask yourself, What didnt I make clear instructionally?The weakness may not be the rubric. 22. "Rubistar Rubric Generator" (http://rubistar.4teachers.org/) "TeacherRubric Maker" (http://www.teach- nology.com/web_tools/rubrics/) Rubrician (http://www.rubrician.com/language.htm Rubrics for Web Lessons (http://edweb.sdsu.edu/webquest/rubrics/webles sons.htm) 23. Andrade, H.(2000). Using rubrics to promote thinking and learning. Alexandria, VA:ASCD. Asmus, E, (1999). Rubrics. Retrieved on May 29, 2007, fromhttp://www.music.miami.edu/assessment/rubrics.html Baggio, C. Designing rubrics: Revising instruction and improving performance.Retrieved on March 1, 2007, from http://www.edutech.org.br. Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on May 29, 2007, fromwww.sdst.org/shs/library/powerpoint/rubrics.ppt Benjamin, A.(2000). An English teachers guide to performance tasks and rubrics.Larchmont: Eye on Education. Leavell, A. (n.d.). Authentic assessment: Using rubrics to evaluate project-basedlearning. WEBLIBRARY. Matthews, J. (2000). Writing by the rules no easy task. Retrieved on October 25,2000 from Simkins, M. (1999, August). Designing great rubrics. Technology and Learning. Wiggins, G. & McTighe, J. (1998). Tips for developing effective rubrics.Understanding by Design. Alexandria, VA: ASCD.