Creating Checklists and Rubrics
One of the most important aspects of assessment is creating a measurable set of criteria that can make
grading more objective.
CHECKLISTS
A checklist is the easiest way to plan and track student accomplishments. Checklists can be made for
any topic, any subject, any grade level.
A checklist is a list of all of the elements that should be included in the project. By giving students this
piece before they start working on the project, they have a clear picture of where they are going.
Sample Checklists:
Class ___________________________________ Date(s) ________________________
Ö
Student Name:
______________________________
Notes
arrives on time
has books, pens,
.
stays on task
follows directions
is polite
works independently
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Creating Checklists and Rubrics
Student Self-Assessment K - 2
Name ______________________________Date__________________
Peer Editor ___________________________ Project _____________
Color the smiley if you completed each direction.
I located and named where rainforests are found.
I located and named the equator.
I used proper nouns to name continents on which tropical rainforests are located.
I completed a storyboard.
I checked for correct use of capital letters and punctuation.
I shared my writing with a friend.
SOURCE: http://edtech.kennesaw.edu/intech/rubrics.htm
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Self-Assessment K - 2
Name ___________________________Date________________
J
J
J
J
J
J
You identified where rainforests are found
You located and named the equator.
You used proper nouns to name continents on which tropical rainforests are located.
You completed a storyboard.
You checked for correct use of capital letters and punctuation.
You shared your writing with a friend.
SOURCE: http://edtech.kennesaw.edu/intech/rubrics.htm
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RUBRICS
A rubric gives points for specific parts of the assignment. Rubrics also make grading easier for the
teacher, because they give the teacher a rationale for assigning students with a particular grade.
Students can quickly see why they lost points on any particular assignment.
Rubrics can be created in a variety of forms and levels of complexity, however, they all contain three
common features which (http://edtech.kennesaw.edu/intech/rubrics.htm):
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focus on measuring a stated performance objective (performance, behavior, or quality)
use a range to rate performance
contain specific performance characteristics arranged in levels indicating the degree to which a
standard has been met (Pickett and Dodge).
Many experts believe that rubrics improve students' end products and therefore increase learning.
When teachers evaluate papers or projects, they know implicitly what makes a good final product and
why. When students receive rubrics beforehand, they understand how they will be evaluated and can
prepare accordingly. Developing a grid and making it available as a tool for students' use will provide the
scaffolding necessary to improve the quality of their work and increase their knowledge.
Rubrics offer several advantages:
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Rubrics improve student performance by clearly showing the student how their work will be
evaluated and what is expected
Rubrics help students become better judges of the quality of their own work
Rubrics allow assessment to be more objective and consistent
Rubrics force the teacher to clarify his/her criteria in specific terms
Rubrics reduce the amount of time teachers spend evaluating student work
Rubrics promote student awareness about the criteria to use in assessing peer performance
Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction
Rubrics provide students with more informative feedback about their strengths and areas in
need of improvement
Rubrics accommodate heterogeneous classes by offering a range of quality levels.
Rubrics are easy to use and easy to explain
Source: http://edtech.kennesaw.edu/intech/rubrics.htm
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Sample Rubrics
Grades K-2, Rubrics should be simple, since students have emerging literacy skills. I
have given a very brief sample below
NAME_______
CRITERIA
I DID MY BEST
I NEEDED A
LITTLE HELP
I NEEDED LOTS
OF HELP FROM
THE TEACHER
Followed directions on
Activity Sheet
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Student Self-Assessment 3 - 5
Name ____________________ Peer Editor ___________________
Use the following scale to evaluate your performance on this post card.
Strike Out Single Double Triple Home Run -
I did not meet the requirements of the post card.
I met some, but not all of the requirements of the post card.
I met most of the requirements of the post card.
I met the requirements of the post card.
I went beyond the requirements of the post card by giving
my best effort and adding something extra.
My post card was planned with a storyboard, revised, and edited by a peer editor.
Strike Out
Single
Double
Triple
Home Run
My post card included proper capitalization, punctuation, and spelling.
Strike Out
Single
Double
Triple
Home Run
My post card was edited for correct principles of grammar.
Strike Out
Single
Double
Triple
Home Run
My post card had the correct address for a local representative in Congress.
Strike Out
Single
Double
Triple
Home Run
My post card had a stamp on it that was created using a scanner.
Strike Out
Single
Double
Triple
Home Run
My post card had a graphic on the front that I took with a digital camera.
Strike Out
Single
Double
Triple
Home Run
My post card gave at least one reason “why” a local representative in Congress should help
save the rain forest.
Strike Out
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Double
Triple
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Home Run
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Creating Checklists and Rubrics
CATEGORY
ORGANIZATION
INTERNET USE
INTERNET
SOURCES
MECHANICS
FORMATTING
ILLUSTRATIONS
4
3
Information is very
organized with wellconstructed paragraphs
and subheadings.
Successfully uses
suggested internet links to
find information and
navigates within these
sites easily without
assistance.
All sources required are
accurately documented in
the desired format, with
copies attached in an
Appendix.
No grammatical, spelling
or punctuation errors.
2
Information is organized
with well-constructed
paragraphs.
Information is organized,
but paragraphs are not
well-constructed.
The information appears
to be disorganized.
Usually able to use
suggested internet links to
find information and
navigates within these sites
easily without assistance.
Occasionally able to use
suggested internet links to
find information and
navigates within these sites
easily without assistance.
Needs assistance or
supervision to use
suggested internet links
and/or to navigate within
these sites.
All sources are accurately
documented, but a few are
not in the desired format or
attached in an Appendix.
All sources are accurately
documented, but many are
not in the desired format or
attached in the Appendix.
Some sources are not
accurately documented
and copies are not
attached in an Appendix.
A few grammatical
spelling or punctuation
errors.
Contains 3 or 4
inconstancies or
typographical errors.
Diagrams and illustrations
are neat and accurate and
sometimes add to the
reader's understanding of
the topic.
Many grammatical,
spelling, or punctuation
errors.
Contains five or more
inconsistencies or
typographical errors.
Diagrams and
illustrations are not
accurate OR do not add
to the reader's
understanding of the
topic.
Almost no grammatical,
spelling or punctuation
errors.
Flawless, consistent,
Contains 1 or 2
attractively formatted.
inconsistencies or
typographical errors.
Diagrams and illustrations Diagrams and illustrations
are neat, accurate and add are accurate and add to the
to the reader's
reader's understanding of
understanding of the topic. the topic.
(This rubric is used for a project given in my Baker WPG123 course)
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Creating Checklists and Rubrics
The best way to create a Rubric is to create a simple table in Word:
1. Click the INSERT Tab
2. Click Table
3. Choose columns and rows (I usually choose at least 4 of each) you can add more or take of later
by a right click on the area you want to remove or add on to
4. Still on the Insert tab, now CLICK SHAPES
5. Click Basic Shapes
6. Choose the Smiley Face
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7. Put the Smiley Face in the first box
8. Click the Smiley Face and resizing boxes will appear around his face
9. Click the diamond on his mouth to change the direction of the smile
10. Add criteria appropriate for K-12
See sample below:
I did my best
I needed a little help
I needed lots of help
from the teacher
Followed directions on
Activity Sheet
Typed my name
Created self-portrait in
Paint
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Creating Rubrics – I have found one of the easiest ways to create a rubric is to go to RubiStar:
1. Go to http://rubistar.4teachers.org/index.php
2. Register----it is free! Be sure to write down the log-information so you have it on hand. It
might be wise to begin an alphabetic log by websites that you have subscribed…noting your user
name and password. Hopefully you can use the same password for all subscriptions.
3. Click one of the topics under Create a Rubric
4. Type in your Information
5. (Be sure to include your zip code, or it won’t work) (it is a grant and this is how they track use)
6. Under the category box, be click the drop down arrow and choose a pre-set criteria or type in
your own category name and create your own criteria
7. Change the points if desired
8. Click submit
9. Copy and past the completed rubric to Word (I usually include it at the end of my activity sheet.
10. Be sure that your rubric has criteria specific to the project assignment.
TASK: Create a checklist and a rubric for the assignments
in your Thematic Unit.
You can also use the following Websites to create your rubrics:
http://rubistar.4teachers.org/index.php
http://www.education-world.com/a_curr/curr248.shtml
http://www.teachervision.fen.com/teaching-methods-and-management/rubrics/4521.html
See yet another sample rubric on the next pag
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Rubric for Dance, Creativity and Vocal Expression
D/Beginning
C/Satisfactory
B/Proficient
A/Excellent
Some areas of the dance
work better than others.
The poetry and dance
work together to
communicate an idea most
of the time.
Eyes and face are used to
communicate an idea or
expression to audience
most of the time.
Dancer is mostly
committed to the
movement; a general sense
of ideas or meaning is
evident.
The message can be seen
through the movements
most of the time. The
audience is able to surmise
the dancer’s message.
The poetry and dance work
together to clearly communicate
the idea.
Dancer discovers new
connections & possibilities
in invented movement.
Dancer reverts to familiar
dance movements some of
the time.
The dancer is confident and
independent, developing
innovative ways of moving. The
improvisational skills are strong.
DANCE
Purpose
Focus
Meaning
The dance and poetry are
not connected.
Eyes and face are not
involved with the dance,
audience or dancers.
Eyes and face are used
some of the time to
convey expressions to
audience.
Dancer uses little effort in Some attempt is made at
the movement and
defining ideas through
inconsistencies confuse the the movement.
development of meaning.
No idea is expressed.
Communication Movement is unclear and
disorganized.
An attempt is made at
communicating, but is
inconsistent, leaving the
audience unsure some of
the time.
Eyes and face are used
appropriately to communicate
an idea or expression to the
audience.
Dancer is committed to the
movement. The movements are
performed with clarity and
confidence and convey a clear
impression or idea.
The message and ideas the
dancer is conveyed clear and
concise. The performance is
convincing.
CREATIVITY
Dancer remains safe,
relying upon familiar ways
of moving.
There is an effort to
attempt new ways of
moving, but the dancer
still relies on familiar
dance behaviours.
Created by Elaine Hanson, Learning Through The Arts, Regina SK
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Rubric for Dance, Creativity and Vocal Expression
D/Beginning
C/Satisfactory
B/Proficient
A/Excellent
Appropriate expression,
enhances the performance
most of the time.
Changes are usually
consistent and used
appropriately.
Most of the time the
arrangement of words,
tempo and rhythm are
appropriate.
Dancer is expressive, capably
using the voice to enhance the
performance.
Appropriate changes are
sensitive to meaning.
Makes key word notes of
major ideas, with most
ideas in correct order.
Most ideas are supported
with details.
Uses background
experiences to connect to
ideas most of the time.
Needs some assistance
making sense of new
information.
Makes key word notes or webs
of major ideas, organizing them
and including supporting details
appropriately.
VOCAL
Expression
Monotone, little
expression is used.
Some expression in
voice, but not consistent.
Dynamics
No change in delivery; no
sensitivity to meaning.
Some change but not
consistently or
appropriately.
Some attention to
arrangement of words;
tempo and rhythm are
consistent at times.
Rhythm
Pays no attention to the
arrangement of words;
speed is inconsistent,
delivery is uncertain.
Close attention is paid to the
arrangement of words. The
rhythm is consistent and varied
appropriately if necessary.
LISTENING
Organizing
Speaker’s Ideas
Uses own
Experiences to
Understand
Speaker
Listens without making
any records of ideas
presented, and later is
confused or misses
important parts.
Waits for others to help
him/her understand new
experiences and ideas.
Makes keyword notes of
major ideas, but is
confused with details.
When prompted, can see
connections between
own experiences and
those expressed by
speaker.
Comments:
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Easily connects own background
experiences to new ideas and
information, thereby making
sense of new things.