Using Rubrics to Guide Instruction

A general rubric is one that is easily adapted to almost all learning tasks. Using one rubric as a base for most scoring helps students learn what is required to produce high quality work, as contrasted with specific rubrics designed for one task, which may have little carry-over value to other tasks. A rubric should help the scorer determine the quality of work and should help students improve their work as they learn to apply the rubric over the course of a year. Therefore, both focused and analytic rubrics should be specific enough for student learning, but general enough to use on many tasks.

Scoring with Rubrics

Scores using different rubrics or the same rubric on different types of work are difficult to compare, because some tasks may be far more difficult than others. Decisions about the range of score points can facilitate comparisons.

• The teacher should first make decisions about the range (highest to lowest) of the score points and the value of each score point. For example, the teacher might decide that a

  4 represents work that is "Advanced"

  3 represents work that is "Proficient"

  2 represents work that is "Intermediate"

  1 represents the work of a "Beginner"

  If all rubrics used within the teacher's course fits with the general value of each score point, then 4s should always represent the most advanced work, 3s the most proficient, and so on.

• The teacher can also choose a range of score point that results in even intervals, e.g., 1-4 not 1-3. This prevents "lumping" scores in a single middle score.
• Note: It is important to note that holistic scoring does not allow comparison of score numbers. For example, two students can receive a score of 2 for entirely different reasons. Thus, comparing students' holistic scores can be misleading, especially for diagnostic purposes.

If the same analytic rubrics are used for many different tasks the results can be recorded in a grade book in such a way that trends become apparent even if the tasks are not really the same. Take the example of scoring lab reports. If analytic rubrics for designing an experiment, collecting data, drawing conclusions, and communicating were used for scoring lab reports, the grade book might look like the following:

Informing Instruction with Rubrics

Five different activities were done in this class. None were graded using all four analytic rubrics. For example, Activity 1 was graded in the areas of Designing experiments and Communicating and Activity 2 was graded in the areas of Collecting data and Drawing conclusions. While it is not possible to compare the tasks for difficulty, it is possible to see trends in the data. For example Activity 4 was probably too difficult or confusing for this class, but not as challenging or confusing as Activity 1. Martina probably needs greater challenges in all areas. Bobby has generally been doing much better in all areas. Luis' work is somewhat erratic. It appears that he can do well, but may need some motivation to consistently do well. Erika's strength is in collecting data. Her scores inform both the teacher and the student that she needs considerable support in designing experiments and drawing conclusions and some help communicating.

This method can be used for any factors one wishes to note, such as thoroughness, clarity, accuracy, logic, memorization, designing solutions to problems, supporting decisions on issues, etc.

The rubric may be presented in paragraph form or as a matrix. If a matrix is used, the scorer should be cautioned to view the paper holistically; that is, as a total rather than a sum of its parts. There is often the temptation to score each column in the matrix separately and average these scores. If each column is scored separately the scores should be recorded separately. This may slow down the scoring process and does not allow the scorer to view the paper as a whole. There are times when one factor in the work is so overwhelmingly strong that lower scores in other areas are overridden. Rubrics written in the paragraph format should be first developed in a matrix to ensure that parallel information is included for each score point.

Example of a General Rubric, Paragraph Format

Score point 4 - Exceeds standard

Response may contain some minor flaws but clearly exceeds the standard. All requirements are met. Explanation contains details and all significant facts. Opposing views or alternate hypotheses are given and substantially argued. All information is concise, relevant and presented in an organized fashion. Any grammatical errors present do not distract from presentation. All observations and facts are accurate and precise. Inferences given are supported by facts or data. Analogies are appropriate and supported. Synthesis of ideas is apparent.

Score point 3 - Meets standard

Response contains several minor flaws, but meets the standard. Most requirements are met. Explanation may lack some significant details or facts. Opposing views or alternate hypotheses are given, but some major arguments may be missing. Information is generally concise and relevant but may be somewhat difficult to follow. Too many grammatical errors may distract from presentation. Most observations and factual information are accurate and precise. Inferences are given, but may not be supported by facts or data. Analogies are appropriate, but may not be supported. There is some synthesis of ideas.

Score point 2 - Falls just short of standard

Response contains a serious flaw and falls just short of standard. Some requirements are met. Explanation may lack numerous details or is missing most significant facts. Opposing views or alternate hypotheses are given, but few if any arguments are given. Some information is relevant. Rambling or difficult organization may be present. Too many grammatical errors may distract significantly from presentation. Some observations and facts are accurate and precise. Inferences are given, but the facts or data contradict them. Analogies are not appropriate. Synthesis of ideas is attempted, but unsuccessful.

Score point 1 - Misses standard

Response is attempted, but seriously flawed and misses the standard. Few requirements may be met. Explanation is missing both details and all significant facts. Opposing views or alternate hypotheses are not present. Little if any information is relevant. Rambling style or total disorganization may be present. Grammatical errors may make the presentation almost impossible to follow. Few if any observations and facts are accurate and precise. Inferences are not given. Analogies are not attempted.

Score Point 0 - Blank or unscorable

Example of a General Rubric, Matrix Format