Rubric for Effort
5 Points: Excellent
The project clearly shows that much effort went into it.
All the parts work as intended.
3 Points: Great start but needs work
The project looks like parts of it were thrown together at the last minute.
Looks mostly done, just needs some touch up here and there.
Some parts do not work as intended.
1 Points: Not "shaped" yet, still rough
The project looks as if it was put together in a hurry.
Still needs quite a bit of work, just doesn't look done.
Full of errors, parts don't work as intended.
Cómo crear una rúbrica de evaluación
Un ejemplo ayudará a entender qué es y cómo funciona una rúbrica de evaluación.
Para ello utilizaremos la desarrollada por Kay Ezzell (Ezzell, 1997) para valorar presentaciones multimedia, con ligeras modificaciones.
How often have you attempted to grade your students' work only to find that the assessment criteria were vague and the performance behavior was overly subjective? Would you be able to justify the assessment or grade if you had to defend it? The Rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and subjective.
Grading Rubric/Criteria for Instructional Goal Analysis
Special Topic Research Report
The following rubric will be used to assess your special topic research report.
Assessment Rubric/Criteria for Performance Analysis Report
The text is grammatically correct.
Numerous grammatical mistakes are made. These may include spelling, punctuation, or sentence structure.
A few words are either misused or misspelled. A few grammar and punctuation may have been found.
No misspelling, grammar, or punctuation mistakes are evident.
The following rubric will be used to assess your literature review.
Criteria and qualities
Introducing the idea: Problem statement
Neither implicit nor explicit reference is made to the topic that is to be examined.
Readers are aware of the overall problem, challenge, or topic that is to be examined.
The topic is introduced, and groundwork is laid as to the direction of the report.
Does not give any information about what to expect in the report.
Gives very little information.
Gives too much information–more like a summary.
Presents a concise lead-in to the report.
Does not answer any questions suggested in the template.
Answers some questions.
Answers some questions and includes a few other interesting facts.
Answers most questions and includes many other interesting facts.
Does not address an issue related to tidepools.
Addresses a tidepool issue which is unrelated to research.
Addresses an issue somewhat related to research.
Addresses a real issue directly related to research findings.
The advantages of using rubrics in assessment are that they:
allow assessment to be more objective and consistent
focus the teacher to clarify his/her criteria in specific terms
clearly show the student how their work will be evaluated and what is expected
promote student awareness of about the criteria to use in assessing peer performance
provide useful feedback regarding the effectiveness of the instruction
provide benchmarks against which to measure and document progress
(Describe here the task or performance that this rubric is designed to evaluate.
Steps in Rubric Development
Determine learning outcomes
Keep it short and simple (Include 4 – 15 items; use brief statements or phrases)
Each rubric item should focus on a different skill
Focus on how students develop and express their learning
Evaluate only measureable criteria
Ideally, the entire rubric should fit on one sheet of paper
Reevaluate the rubric (Did it work? Was it sufficiently detailed?)
Research & Gather Information
Does not collect any information that relates to the topic.
Collects very little information–some relates to the topic.
Collects some basic information–most relates to the topic.
Collects a great deal of information–all
You are free to use this rubric for classroom use only and may not claim it as your own work.
REFLECTION JOURNAL ACTIVITIES
You should write with depth and provide thoughtful responses
Teachers' Note: Click here to view the Reflection Journal Questions
Overall Use of Blogs
Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others. Almost all required blog entries and comments have been completed. Five blog entries and five comments are submitted, though not all of them may give evidence of a substantial contribution. Five blog entries and five comments are submitted, all of which are substantial. Beyond the required five, your blog includes many more reflections.
The blogging responses demonstrate an integration of concepts and principals from classroom discussions and reflect an understanding of fundamental principles surrounding the problems and myths surrounding homelessness.
I found this rubric on Education World for grading blog posts. I thought it was an interesting way to hold students accountable for what they are posting. Grading or at least having standards for each blog post would be my concern. You may have students that write a lot and then students who do not write enough. Having a rubric would help all students identify your expectations as a teacher as well as making sure their comments are appropriate. Obviously this rubric will need to be changed to fit your specific assignment, but is a great jumping off point.
I am helping a teacher do some podcasts so I decided to look at some existing podcasting rubrics