Activity 11.1

Step 2: Taking a Closer Look at Rubrics

Before deciding on the type of assessment you will create, consider the purposes of rubrics.Projects usually culminate with final products or performances. These demonstrations of learning are best assessed using rubrics that define criteria and have a scale of quality indicators. Rubrics are distinguished from other scoring tools, like checklists, because they outline levels of quality with descriptors. Descriptions of quality work at each level give learners and teachers common language for expectations of final work. Rubrics can be reviewed and fine-tuned in discussions with learners as the product or performance is assigned—this creates mutual understanding of expectations.

Rubrics contain criteria that define quality for many aspects or traits of a product or performance. Rubrics, however, are not always the best assessment choice. A checklist or scoring guide may be more appropriate. Generally, products or performances that are complex, have a lot of variation, or involve subjective judgments are good candidates for rubric scoring. The main goal of a rubric is to define levels of quality and publicize the expectations to learners, parents, and others.

Higher-order thinking is difficult to define and equally challenging to assess. Rubrics are perhaps the best assessment tool to define and assess the complex thinking processes that are demonstrated in products and performances. The following rubric shows how the trait of analytical thinking is rated at four levels of quality. The trait is written fairly generically and could be used in a rubric in multiple content areas and topics.

Click here to consult the Analysis of Evidence table.

Consider whether a rubric would best support your learners in the development and
assessment of their projects.

Next: Proceed to Activity 11.2