Creating and Using Rubrics
for Evaluating Student Work
Prepared by: Helen Jordan
Mathematics Coordinator
Normandie Avenue Elementary
Rubrics are….
• A scoring guide;
• A framework that can be designed or
adapted by the teacher for a particular
group of students or for a particular task;
• A scale to judge performance on a single
task;
• Used in conjunction with a criteria chart.
Why use a Rubric?
• Ease of providing feedback;
• Gets the responsibility for judging off of the
teacher and on to the student;
• Performance indicators describe what
work will look like at each level of the
rubric;
• Students will have a clear understanding
of the score they earned through teacher
feedback.
When are Rubrics used?
Cumulative tasks
– Tasks that incorporate several different skills
that have been taught over time and must be
applied to successfully complete task.
When are Rubrics used?
Not purposeful for:
– daily work assignments;
– drill exercises;
– any assignment assessing only one skill.
How are Rubrics Created?
It all begins with your expectations!
• What do you want the completed task to
look like?
• How can the expectations be described in
a way that students will understand what is
expected of them? (performance indicator)
Criteria Chart
• A performance indicator that describes
what is expected of student work when
assignment is completed.
• The description(s) indicate proficiency.
Performance Indicators
The rubric has descriptions of student work
at each level. These descriptions are
called performance indicators.
Answers the question:
“What can I do to get a ___?”
The student decides what they want and
works to achieve it.
Four Point Rubric
Got It!
Not Yet
Evidence that the student
essentially has the target concept
or idea
Student shows evidence of major
misunderstanding. Incorrect
concept or procedure or failure to
engage in the task.
4
3
2
1
Excellent:
Full
Accomplishment
Proficient:
Substantial
Accomplishment
Marginal:
Partial
Accomplishment
Unsatisfactory:
Little
Accomplishment
Four-Point Rubric
Got It!
Not Yet
Evidence that the student essentially
has the target concept or idea
Student shows evidence of major
misunderstanding. Incorrect concept
or procedure or failure to engage in
the task.
4
3
2
1
Excellent:
Full
Accomplishment
Proficient:
Substantial
Accomplishment
Marginal:
Partial
Accomplishment
Unsatisfactory:
Little
Accomplishment
Performance Indicators:
3
Criteria Chart
The expectations of the work should be a
direct reflection of proficient performance.
It is the criteria chart.
Four Point Rubric
Got It!
Not Yet
Evidence that the student essentially
has the target concept or idea
Student shows evidence of major
misunderstanding. Incorrect concept
or procedure or failure to engage in
the task.
4
3
2
1
Excellent:
Full
Accomplishment
Proficient:
Substantial
Accomplishment
Marginal:
Partial
Accomplishment
Unsatisfactory:
Little
Accomplishment
Performance Indicators:
4
Criteria Chart +
The expectations of the work at this level
shows that the student used exemplary
methods, showed creativity, and/or goes
beyond the requirements of the task.
Language: clear, concise, vivid, vibrant,
creative, extra, above and beyond, etc…
Four Point Rubric
Got It!
Not Yet
Evidence that the student essentially
has the target concept or idea
Student shows evidence of major
misunderstanding. Incorrect concept
or procedure or failure to engage in
the task.
4
3
2
1
Excellent:
Full
Accomplishment
Proficient:
Substantial
Accomplishment
Marginal:
Partial
Accomplishment
Unsatisfactory:
Little
Accomplishment
Performance Indicators:
2
Criteria Chart The expectations of the work at this level shows
that the student work shows lack of
understanding or evidence of not understanding.
Direct input or further teaching is required for
student to become proficient.
Language: unclear, lack of…, not clear…, lacking,
does not…, may or may not…, etc..
Four Point Rubric
Got It!
Not Yet
Evidence that the student essentially
has the target concept or idea
Student shows evidence of major
misunderstanding. Incorrect concept
or procedure or failure to engage in
the task.
4
3
2
1
Excellent:
Full
Accomplishment
Proficient:
Substantial
Accomplishment
Marginal:
Partial
Accomplishment
Unsatisfactory:
Little
Accomplishment
Performance Indicators:
1
Criteria Chart -The expectations of the work at this level
shows that the task was attempted and
some effort was made. There may be
fragments of accomplishment but little or
no success.
Criteria Chart
(What
are the expectations?)
•Fraction and decimal values representing trade
are marked;
•Number line reflects position of decimals and
fractions as noted in the stanzas of the poem;
•Explanation of last stanza reflects
understanding of the events in the poem.
4
3
2
1
Excellent
Full
Accomplishment
Proficient
Substantial
Accomplishment
Marginal
Partial
Accomplishment
Unsatisfactory
Little
Accomplishment
Fraction/decimal
values clearly
represented on each
stanza;
Number line clearly
shows correct positions
of fractions and
decimals on number
line;
Explanation of last
stanza is clear/concise
and reflects
understanding of the
events in the poem;
May have minor
errors.
Fraction/decimal
values represented on
each stanza;
Number line
approximates correct
positions of fractions
and decimals on
number line;
Explanation of last
stanza reflects
understanding of the
events in the poem;
Some minor error,
minimal feedback
necessary.
Fraction/decimal
values unclear/not
clearly represented on
stanzas;
Number line does not
reflect correct positions
on number line;
Explanation of last
stanza reflects lack of
understanding of the
events in the poem;
Direct input or further
teaching is required.
The task is attempted
and some
mathematical effort is
made;
There may be
fragments of
accomplishment, but
little or no success.
Got It!
Not Yet
Can work be scored a 0?
If the student did nothing and did not even
make an attempt, the final product should
be rated a 0.
Four Point Rubric
Got It!
Not Yet
Evidence that the student essentially
has the target concept or idea
Student shows evidence of major
misunderstanding. Incorrect concept
or procedure or failure to engage in
the task.
4
3
2
1
Criteria
Chart
+
Criteria
Chart
Criteria
Chart
-
Description of
Little
Accomplishment,
but no
success.
Rubric Frame
4
3
Criteria
Chart
2
1
•The task is
attempted and
some (curricular)
effort is made.
•There may be
fragments of
accomplishment,
but little or no
success.
Got it!
Not Yet
Task
Within grade level,
review assignment criteria chart.
Create a scoring rubric based on the criteria
for the given assignment.