Assessment is a machine that never stops.
Lamar State College-Port Arthur
February 16 & 17, 2011
A rubric is a scoring tool that is used to
evaluate student work or performance.
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Complex products or behaviors can be
examined efficiently
Developing a rubric helps to define precisely
what outcomes are expected
Raters apply the same criteria and standards
to student work
Rubrics are criterion-referenced rather than
norm-referenced
Students can rate their own work using
rubrics, or fellow students can use them for
peer response
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Institutional Level – Dr. Cammack could use a
rubric to assess how well the Registrar’s
office supports the mission of the college.
Program Level – All degree and certificate
programs will use rubrics to assess the
student learning outcomes of the program.
Curriculum Level – Together, the English
faculty created rubrics for scoring essays to
ensure that we all have the same learning
outcomes for common assignments.
At the course level, rubrics can be used to score
virtually any product or behavior, including
Essays, essay questions, short answer questions
Research reports, lab reports, scientific findings
Portfolios, cross-genre collections
Works of art, music, plays, paintings
Recitals, performances
Oral presentations, speeches
Demonstrations, hands-on experiences
Group activities
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Group product scoring
Individual contribution scoring
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Student Learning Objective – can be a change in
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Scale for each level of achievement – three or
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Dimensions or elements of the activity
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Success criteria - descriptions of each level of
knowledge, skills, values, or behavior
four levels of accomplishment, each assigned a
numerical value
success
Remember, the Student Learning Objective is being
assessed.
1.
Identify what the student should learn:
a.
b.
c.
What should the student be expected to know?
What should the student be expected to be able to do?
How is a student expected to be able to think?
2.
Keep the outcomes to a single, simple sentence
3.
Be as specific as possible
4.
Use active verbs that describe an observable or
identifiable action (see Bloom’s Taxonomy)
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Scale describes how well or poorly any given element
or dimension of the SLO has been performed
The Program Student Learning Objective Rubrics use
Accomplished (3), Competent (2), Developing (1), and
Not Observed (0) as achievement levels.
When you create rubrics for your classroom use, you
may use the PSLO levels, or you may create your own:
◦ Expert, Proficient, Apprentice, Novice
◦ Advanced, Proficient, Basic, Below Basic
◦ Exemplary, Acceptable, Needs Improvement, Below
expectations
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Dimensions or elements are the component
parts of the overall Student Learning
Objective
If I were assessing the way someone changes a
flat tire, I would look at a few elements:
ability to use tools, application of safety
procedures, knowledge of process.
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Success Criteria are brief descriptions of the
levels of achievement for each dimension or
element of the SLO.
◦ At the highest level of success, determine what
characteristics would be exemplary, that would exceed
expectations, that would result if the student were an
expert on the outcome being assessed
◦ At the lowest level, describe the characteristics of an
unacceptable product, the worst product you could
imagine, that would result if the student were very weak
on the outcome being assessed
Objective: The student learning objective should go here.
Accomplished
(3)
Competent
(2)
Developing
(1)
Not Observed
(0)
Element to be
Scored
Success
Criteria
Success
Criteria
Success
Criteria
Success
Criteria
Element to be
Scored
Success
Criteria
Success
Criteria
Success
Criteria
Success
Criteria
Element to be
Scored
Success
Criteria
Success
Criteria
Success
Criteria
Success
Criteria
Element to be
Scored
Success
Criteria
Success
Criteria
Success
Criteria
Success
Criteria
Holistic rubrics– one global,
holistic score for a product
or behavior.
Analytic rubrics – separate,
holistic scoring of specified
characteristics of a product or
behavior.
Network Specialist Program Student Learning Outcomes Rubric
PSLO
Accomplished (3)
Competent (2)
Developing (1)
Maintain computer
and network
systems
Always apply
proper maintenance
processes for
computer and
network systems
Always applies
processes for
troubleshooting
computer and
network systems
successfully. Repair
most computer and
network systems.
Exceptional insight
to current trends in
computer and
network systems.
Apply most new
technologies
Always differentiate
between good
ethical practices and
an ethical lapse
within the computer
field.
Usually apply proper
maintenance
processes for
computer and
network systems
Sometimes applies
processes for
troubleshooting
computer and
network systems
successfully. Repair
some computer and
network systems.
Moderate insight to
current trends in
computer and
networking systems.
Apply some new
technologies.
Usually differentiate
between good
ethical practices and
an ethical lapse
within the computer
field.
Occasionally apply
proper maintenance
processes for
computer and
network systems
Occasionally applies
processes for
troubleshooting
computer and
network systems
successfully. Repair
few computer and
network systems
Occasionally insight
to current trends in
computer and
networking systems.
Apply few new
technologies.
Occasionally
differentiate
between good
ethical practices and
an ethical lapse
within the computer
field
Troubleshoot
computer and
network systems
Describe current
trends in computer
and network
systems
Demonstrate ethics
and professionalism
within the computer
field
Lack of Evidence
Not enough
information to
assess
Not enough
information to
assess
Not enough
information to
assess
Not enough
information to
assess.
Rating
Name:________________________
Essays
Greatly Exceeds
Expectations
9 - 10
Exceeds
Expectations
8 – 8.9
Grading Rubric for Persuasive Research
Meets
Expectations
7-7.9
These attributes get a 9-10.
Ideas
Organization
Structure
Voice
Word Choice
Does Not Meet
Expectations
6-6.9
Fails To Meet
Expectations
5-5.9
These attributes get a 7-7.9.
Does Not
Attempt/Missing
0
These attributes get a 5-5.9.
The paper has no clear
sense of purpose or central
theme. To extract meaning
from the text, the reader
must make inferences based
on sketchy or missing
details. Topic isn’t
arguable.
Content is rich, dense, and reflects
higher-order, critical thinking.
Relevant details and quotes enrich
the central theme. The ideas are
persuasive.
The writer is beginning to
define the topic, even though
development is basic or
general. The argument is
generic and expected.
The organization enhances and
showcases the central theme.
Organization strategy is
appropriate for the essay. Includes
an introduction and conclusion.
The organization of material is
strong enough to move the
reader through the essay;
however, it does not
necessarily flow organically
from the content.
The writing lacks a clear
sense of direction. Ideas,
details, or events seem
strung together in a loose or
random fashion.
The structure guides the reader
through the essay in a clear and
controlled way. The essay includes
a thesis statement, topic sentences,
paragraphing, transitions, and an
interesting title.
The writer uses some elements
of structure, but in a very plain
and uninspired way. Thesis or
topic sentences are poorly
constructed. Transitions are
spotty. The title may be
missing or uninteresting.
The writing lacks a clear
sense of direction. Ideas,
details, or events seem
strung together in a loose or
random fashion. No thesis,
topic sentences,
paragraphing are evident.
There is no internal
structure.
The writer may or may not
seem sincere. The writer is not
fully engaged or involved,
resulting in an essay that is not
compelling. The writer did the
bare minimum.
The writer seems
indifferent, uninvolved, or
distanced from the topic
and/or the audience.
The language is functional,
even if it lacks much energy. It
is easy to figure out the writer’s
meaning on a general level.
The essay contains some
wordiness and/or awkwardly
phrased sentences. The essay
lacks imagery or uses obvious
images.
The writer struggles with a
limited vocabulary,
searching for words to
convey meaning. Problems
with syntax and wordiness
are significant.
The piece conveys the sense of a
person behind the words; the reader
can actually “hear” the “voice” of
the writer. The writer makes
appropriate choices regarding
audience and purpose.
Words convey the intended
message in a precise, interesting,
and natural way. Words are clear,
exact, specific, and sensitive to
connotations. Wordiness, cliché,
redundancy, and awkwardness do
not mar the piece. Vivid and apt
images, comparisons, and
metaphorical language deepen and
enrich meaning.
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Write your student learning objective
Determine your scale (default is provided on
handout)
Identify 3-4 dimensions or elements to be
rated
Define your success criteria
SLO: Participates during in-class activities.
SLO
Accomplished
Competent
(3)
(2)
Usually
Sometimes
raises hand
raises hand
Developing
(1)
Rarely
raises hand
Usually on
topic
Sometimes
on topic
Rarely on
topic
Volunteers
ideas
readily
Usually
contributes
without
prompting
Sometimes
contributes
without
prompting
Rarely
contributes
without
prompting
Takes
notes
Usually
takes notes
daily
Sometimes
takes notes
Rarely
takes notes
Speaks
with
permission
Asks
relevant
questions
Lack of
Evidence (0)
Rating