This section presents workshop style sheets that can be used in professional development activities. The handouts define different rubrics and provide examples of rubrics. There are several performance tasks with rubrics to show how to align tasks with standards and assessments.

What is a Rubric?
A rubric is a set of scoring guidelines for judging student work of performance-based tasks.

The rubric answers the question:
What does proficiency (and varying degrees of proficiency) at a task look like?

• A scaled set of criteria clearly defines for students and teachers what the range of acceptable/unacceptable performance looks like.
• The criteria provide descriptions of each level of performance in terms of what students are able to do and assigns labels (e.g., excellent, proficient, unacceptable) to these levels.
• Rubrics can be used to evaluate both process and content.
• Rubrics can be created by teachers, students and/or other interested parties.

• Descriptors should use language that is maximally descriptive of each level of performance and its most defining characteristics.
• Criterion referenced
• The most important point on the scale to establish and define is the proficient level.
• The number of points on the scale should be large enough to be effective but small enough to be reliable and manageable.
• Descriptors of each point on the scale should represent a smooth continuum.

HOLISTIC: A holistic rubric contains multiple categories and descriptions within each category. The assessor views the work being assessed as a whole.

PURPOSE-Gives the "Big Picture"

ADVANTAGES-Amount of work evaluated; Efficient

DISADVANTAGES-Lacks specificity; best used for benchmark assessments or program assessments

ANALYTICAL: An analytical rubric looks at specific aspects of the work being assessed. The assessor judges the work by examining its elements.

PURPOSE-Provides specific feedback on level of performance of each element or component

ADVANTAGES-Analyzes each component; identifies needs and strengths

DISADVANTAGES-Time needed for use

TASK # 1: Measure the height of two seedlings and record results.
TASK # 2: Explain recorded measurements of growth pattern.

1. Design learning performance assessment:

• Focus on clear results.
• Determine the performance that demonstrates achievement of the standard (process or product).

2. Determine the criteria for the assessment:

• Identify criteria that relate to the process and the content.
• What are the levels of performance? What does "proficient" look like?
• Describe the proficient level by brainstorming all the elements.

3. Determine the essential categories in terms of performance behaviors, for example:

• Content
• Organization
• Design

4. Write descriptors for each of the categories in terms of performance behaviors:

• Start with what "proficient" looks like.

5. Write descriptors for scale levels in terms of performance behaviors, for example:

• Advanced
• Proficient
• Basic
• Below Basic

Is closely aligned to the performance task.

Attends to the following aspects:

• Content
• Process
• Performance itself
• Growth, change and/or quality improvement

Clearly defines clearly criteria and attributes for various qualities of work. For example:

• Outstanding
• Satisfactory
• Unsatisfactory

Uses format and descriptors which are:

• Clear.
• Focused.
• Precise.
• Developmentally appropriate.

Is accompanied by instruction which is:

• Related to the use of rubrics.
• Given early in related course or unit.

1. Work with peers. It is always helpful to have someone react to and critique your assessments. It is especially helpful if they teach in the same area.
2. Start with a project or activity you have used before. When you start with something familiar you already have a pretty good idea of what you are looking for and what students’ work will look like.
3. Examine sample rubrics. Look at well-written examples in your subject area if available. If someone else's statements are clear, you can adapt or modify some of the language.
4. Don't expect perfection. View each rubric as a draft that will be improved upon after you have used it with students.
5. Start writing each rubric with what represents proficient.
6. Don't try to assess everything in one task. Choose the three areas you are most concerned about for that performance task and assess them well. Focusing students' attention on a few criteria will result in higher quality work.

TASK # 1: Measure the height of two seedlings and record the results.
TASK # 2: Explain recorded measurements of growth pattern.

• They are criterion-referenced, meaning they provide a basis for evaluating a student's work with reference to criteria for proficient rather than with reference to other students’ work.
• They require students to construct responses rather than select from a set of answers.
• They are in some cases aimed at assessing group performance rather than individual performance.
• In general, they focus on the process of problem solving rather than just on the end result.
• Carefully trained teachers or other qualified judges are involved in most of the evaluation and scoring.
• Students clearly understand the criteria by which they are judged.

1. Make an electrical circuit using all the items on the table (battery, wire, light bulb, switch).

2. Quickly draw a simple picture of your circuit in the space below.

3. Open "Bag A." Use the clip and lead to make an electrical tester. Test each of the items in "Bag A" with your circuit. Place an X on the chart under the appropriate column to show what happened when each item was tested.

6. How are the items that do conduct electricity alike?

7. How are the items that do not conduct electricity alike?

8. Examine the item in "Bag B." Do you think it will conduct electricity? Why or why not?

Draft Scoring Rubric

The following draft rubric was developed to assist in scoring student responses to the Grade 4 Performance Field Test in science.

4 = Gives complete and acceptable answers to all questions; provides acceptable rationale; includes a complete and accurate diagram of a circuit with supporting evidence; demonstrates understanding of the concept of circuits and conductivity; uses descriptive terms (conductor, flow, current, etc.).

3 = Gives fairly complete and acceptable answers to most questions; provides adequate answers, but rationale may be vague; includes a complete diagram of a circuit; shows understanding of the concept of electricity and conductivity; responds to questions #4 or #8 in an acceptable manner.

2 = Several incomplete of unsatisfactory answers; rationale is very limited; shows some understanding of the concept of circuitry, but not conductivity; diagram of a circuit may be missing or incomplete.

1 = Very little response (diagram only or few answers); partial answers to a small number of questions; no rationale; does not include a diagram of a circuit; contains at least one correct answer other than questions #3.

Source: California Assessment Program. (1990). Science Performance Field Test: Grade 6. Sacramento: CA State Department of Education.