Relaxing with rubrics

An attempt to stop worrying and start enjoying rubrics as an

assessment tool

Assessment revolves around the Learning Outcomes

This means that we need to be aware of:

• What the LOs are

• What assessment standards each has

• How the AS for each grade develops as the grades progress

LO1: Historical Enquiry

Grade 10 Grade 11 Grade12

Formulate questions within a topic

Identify & question issues

Formulate questions to analyse concepts

Identify & select sources of Info

Categorise sources Access a variety of sources to investigate

Extract relevant info from sources

Analyse info from variety of sources

Interpret & evaluate info from sources

Judge usefulness of sources

Evaluate appropriateness of sources

Evaluate usefulness of sources including bias, etc.

LO2: Historical concepts

Grade 10 Grade 11 Grade 12

Explain concepts Use concepts to structure information

Analyse historical concepts

Identify socio-economic & political power relationships

Analyse the socio-economic & Political power relations

Examine & explain the dynamics of power relations

Explain why interpretations of history differ

Explain the different interpretations of history

Compare & contrast interpretations of history & draw conclusions from them

LO3: Knowledge construction & communication

Grade 10 Grade 11 Grade 12

Understand & convert statistical info to other forms

Handle & draw conclusions from data

Identify controversy in statistics & engage with the conclusions

Plan & construct an argument

Use evidence to argue and reach one’s own conclusion

Synthesise info from sources into an original argument

Use evidence to reach a conclusion

Substantiate the conclusion reached

Sustain & defend a coherent argument

Communicate in a variety of ways

Communicate appropriately to audience

Communicate in various ways including graphically

LO4: Heritage

Grade 10 Grade 11 Grade12

Explain the concept of heritage & the importance of sites

Analyse public representations & commemorations

Explain ideologies around heritage issues

Explain the concept of knowledge systems

Identify debates around knowledge systems

Compare differences in celebrating heritage

Identify contributions to an understanding of our heritage

Analyse the role of studies on the origins of humans

Investigate the sciences helping our understanding of heritage

The basic (blank) marking rubric

Critera/level Not achieved Elementary achievement

Moderate achievement

Adequate achievement

Substantial achievement

Meritorious achievement

Outstanding achievement

0-29% level 1 30-39% level 2 40-49% level 3 50-59% level 4 60-69% level 5 70-79% level 6 80-100% level 7

LO1 AS 1

LO1 AS 2

LO1 AS3

LO1 AS4

LO2 AS 1

LO2 AS2

LO2 AS3

LO3 AS 1

LO3 AS 2

LO3 AS 3

LO3 AS 4

LO4 AS1

LO4 AS 2

LO4 AS 3

Modifying the basic rubric

• Delete criteria that are not relevant to this task e.g. LO3 AS1 if there is no statistical information

• Add any extra criteria such as participation in a group that the activity may require

• Be aware of what you have in mind as the outcome for this activity – why did you set it?

An example taken from a Grade 10 textbook

I have chosen a classic activity of a research essay

Research and write an essay on why the freeing of the slaves did little to help African-Americans to improve their situation in the

first years after emancipation

Outcomes:• LO1 all four Assessment standards• LO2 AS 1 & 2• LO 3 AS 2, 3, 4

If you need to record a mark for the activity then simply follow

these guidelines

• Prepare a blank of your rubric grid on which you can write.

• Tick on this blank where you would assess the learner for each criterion

• Total the ticks for each learner giving them a mark equal to the level achieved.

Levels and marks correlation for this example using its 9 criteria

Possible marks scored 9 (all 1s) to 63 (all 7s)

Level 1- if all at this 9 0-18

Level 2 - if all at this 18 19-25

Level 3 - if all at this 27 26-31

Level 4 - if all at this 36 32-37

Level 5 - if all at this 45 38-43

Level 6 - if all at this 54 44-50

Level 7 - if all at this 63 51-63

Adjustments?

• Few learners are likely to get all on Elementary achievement level – if they do, one must question whether they deserve that.

• Levels 3 to 5 are almost totally in the correct bands and so reflect the level of achievement quite accurately

• To achieve a rating of Meritorious on all assessment standards is an outstanding achievement so one must adjust that accordingly.

What concepts does the learner need to master from the research in order to complete

this activity? [LO2]• Understanding of the

concepts of slavery, emancipation, African-American.

• Understanding of the social position of slaves and racism.

• Awareness that racism went beyond slavery.

• Awareness of poor economic state of former slave owners.

• Recognition that emancipation came during the Civil War.

• Understanding of the political power plays between the victors and vanquished in the war.

In terms of LO1 what must the learner do?

Formulate questions on:• The position of the African-American slaves both

before being freed and in the years immediately after that.

• How and why were they freed?• What information is available and where can I

find it?• How useful is the information in answering my

questions?

In terms of LO3 the learner must:

• Plan an argument based on the evidence

• Explain why the position of the African-Americans was hardly improved by emancipation of the slaves.

• Communicate in writing the argument prepared.

• Support the argument by reference to the sources

Comparative marks of slide 11 for 8 and 10

criteria rubrics Marks all at one level for 8 criteria

Overall level for 8 criteria

Marks all at one level for 10 criteria

Overall level for 10 criteria

Level 1 8 0 -16 10 0 – 20

Level 2 16 17 – 21 20 21 – 27

Level 3 24 22 – 26 30 28 – 34

Level 4 32 27 - 32 40 35 – 41

Level 5 40 33 – 37 50 42 – 48

Level 6 48 38 – 43 60 49 – 55

Level 7 56 44 - 56 70 56 - 70