Creating Rubrics

Creating Rubrics

Rubrics

Rubrics are the tools used to score constructed response assessments, such as essays and performance assessments. Rubrics can come in various forms, such as checklists, rating scales, or scoring grids or matrices. The purpose of the scoring rubric is to allow the most systematic and objective grading possible. By asking multiple raters to rate a set of constructed response assessments, reliability can be estimated by the level of concordance. Rubrics may be used for either summative or formative purposes. Large-scale tests that include open-ended responses use rubrics in a summative format to provide a final score to each test taker. In classrooms, rubrics may be used in a formative manner, with the rubric possibly shared with students both before and after task completion (Andrade, 2000).

Generally, creating rubrics involves 3 to 4 levels of stages that are appropriate. The first step involves identifying the samples of assignments in order to determine ideal characteristics. These characteristics can be combined in a group of categories. Next stage is the level of performance or degree of quality is to be chosen. Rubrics may consist of more levels depending on the number of categories and its characteristics. In rubrics, indicators are comprehensive statement that describes the particular characteristic of products that represents that learning has taken place. It is necessary to talk in a positive manner that is easily understandable to learner, professionals and family members. Explaining the best and worst levels of performance and then completing in the middle stage can be simpler approach. Rubrics must be evaluated and advanced continuously in order to present it for all planned audience (Jackson, 2002).

Evaluation of Perfect Pizza

A perfect pizza is evaluated through Rubrics including five criteria of judging its quality, topping, cheese, crust and sauce. These five criteria are rated on five different ratings ...