CREATING MEANINGFUL
RUBRICS TO SCORE
AUTHENTIC ASSESSMENTS
Travis Richardson, Dustin Farmer, and Laura Bowers
WORKSHOP OBJECTIVES:
Participants will be able to define authentic
assessments.
 Participants will be able to recognize different
types of assessments.
 Participants will be able to develop rubrics to
help them assess authentic tasks.

TRADITIONAL ASSESSMENTS
VS. AUTHENTIC ASSESSMENTS
Traditional Assessments
Authentic Assessments
Relies on forced-choice, written measures
Promotes integration of various written
and performance measures
Encourages memorization of correct
answers
Encourages divergent thinking in
generating possible answers
Measures acquisition of past knowledge
Enhances development of meaningful
skills
Promotes “what” knowledge
Promotes “how” knowledge
Provides a onetime snapshot of student
understanding
Provides an examination of learning over
time
Emphasizes competition
Emphasizes cooperation
Curriculum directs assessment
Assessment directs curriculum
Emphasis on developing a body of
knowledge
Emphasis on ensuring proficiency at realworld tasks
Priority on summative outcomes or product
Priority on learning sequence or process
AUTHENTIC ASSESSMENTS:
Reflect real-world activities
 Are more valid when constructed well
 Provide comprehensive and robust “moving
picture” of students’ learning experiences
 Can improve student learning
 Can also increase interest and improve
attitudes
 Require students to construct meaning
 Involve students in own learning

EXAMPLES OF AUTHENTIC ASSESSMENTS
Write a newscast.
 Design a museum exhibit.
 Write and direct a play.
 Write an advertisement.
 Create a budget.
 Construct a timeline.
 Create a travel or tourist brochure.
 Create an eBook.
 Write and perform a rap.

THE GRADUATION PROJECT
Four Components: Paper, Product, Portfolio,
Presentation
 Each component will be scored using a rubric
 Successful Completion: Exemplary, Satisfactory
 Has Not Completed: Developing/Emerging,
Resubmission Necessary, Not Submitted
 For more information:

http://www.dpi.state.nc.us/graduationproject/resources/rubrics/
Source: NCDPI Website
SCORING AUTHENTIC ASSESSMENTS
Source: Mertler, 2001
USING RUBRICS TO SCORE
Clearly defined learning targets must be
established before you begin creating rubric.
 Give students the rubric before they begin work
on their assignment.
 Throughout project, allow students to use the
rubric to self- and peer-assess.
 Once students become comfortable using
rubrics, allow them to help in creating.
 Do not try to convert scores into percentages to
get a grade.

HOLISTIC
RUBRIC
Source: NC Writing Assessment
ANALYTIC
RUBRIC
Source: Tierney and Simon, 2004
RELAIBILITY AND VALIDITY:
Reliability and Validity could be called into
question due to factors such as:
 Clarity of descriptors
 Use of descriptors without indicators
 Design flaws
 Inconsistent wording
 Negative/Positive Consistency
 Use of ready-made rubrics from the internet
Source: Tierney and Simon, 2004
STEPS IN DESIGNING A RUBRIC
1)
2)
3)
4)
Examine the learning objectives to be
addressed by the task.
Identify specific observable attributes that you
want to see your students demonstrate in their
product, process, or performance.
Brainstorm characteristics that describe each
attribute.
Write thorough narrative descriptions for
excellent work and poor work for each
individual attribute.
STEPS IN DESIGNING A RUBRIC
5)
6)
7)
Complete the rubric by describing other levels
on the continuum that ranges from excellent to
poor work for each attribute.
Collect samples of student work that exemplify
each level.
Revise the rubric as necessary.
Source: Mertler, 2001
GOODRICH’S STEPS FOR RUBRICS
1. Look at models
2. List the criteria
3. Articulate gradations
4. Practice on models
5. Use self-assessment and peer
assessment
6. Revise
7. Use teacher assessment
Source: Jackson, 2002
CHOCOLATE CHIP COOKIE RUBRIC
THE RUBRIC STRATEGY FOR KIDS
R ead the rubric and the material to be graded.
U se the rubric to give an initial score.
B ring a buddy to help you rate again.
R eview the material together.
I dentify and award the scores together.
C heck the scores again.
Source: Jackson, 2002
NEED MORE TRAINING?
Go to NC WiseOwl
Click on eBistro
Click on Menu Items
Click on Entrees
Scroll Down to
Authentic
Assessments
RUBRIC RESOURCES
RubiStar: http://rubistar.4teachers.org/index.php
 Teachnology: http://www.teach-nology.com/web_tools/rubrics/
 Scholastic: http://teacher.scholastic.com/tools/rubric.htm
 Make Worksheets:

http://makeworksheets.com/samples/rubrics/index.html

Kathy Schrock’s Guide for Educators:
http://school.discoveryeducation.com/schrockguide/assess.html

Landmark Project:

http://landmark-project.com/rubric_builder/index.php
REFERENCES

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Andrade, Heidi Goodrich (2005). Teaching with Rubrics: The Good, the
Bad, and the Ugly. College Teaching, 53(1): 27-30.
Andrade, Heidi Goodrich (2000). Using Rubrics to Promote Thinking and
Learning. Educational Leadership,57(5): 13-18.
Avery, Patricia G. (1999). Authentic Assessment and Instruction. Social
Education: 368-373.
Jackson, Cynthia W. and Martha J. Larkin (2002). Rubric: Teaching
Students to Use Grading Rubrics. TEACHING Exceptional Children,
35(1): 40-45.
Kohn, Alfie (2006). The Trouble with Rubrics. English Journal, 95(4): 1215.
Marzano, R. J. (2000). Transforming Classroom Grading. Alexandria, VA:
Association for Supervision and Curriculum Development.
REFERENCES


McAlister, Brian (2000). The authenticity of authentic assessment: What
the Research Says… Or Doesn't Say. In R. Custer (Ed.). Using Authentic
Assessment in Vocational Education. Columbus, OH: ERIC
Clearinghouse on Adult, Career, and Vocational Education.
Mertler, Craig A. (2001). Designing scoring rubrics for your classroom.
Practical Assessment, Research & Evaluation, 7(25).

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Popham, W. James (1997). What’s Wrong – And What’s Right – With
Rubrics. Educational Leadership 55(2); 72-75.
Schafer, William D. (2001). Effects of Teacher Knowldege of Rubrics on
Student Achievement in Four Content Areas. Applied Measurement in
Education, 14(2): 151-170.
Tierney, Robin & Marielle Simon (2004). What’s Still Wrong with
Rubrics: Focusing on the Consistency of Performance Criteria Across
Scale Levels. Practical Assessment, Research & Evaluation, 9(2): 1-11.
QUESTIONS? COMMENTS?
Contact Information:
Travis Richardson – Blue Ridge Elementary
travis.richardson@ashe.k12.nc.us
 Dustin Farmer – Ashe County Middle
dustin.farmer@ashe.k12.nc.us
 Laura Bowers – Westwood Elementary
laura.bowers@ashe.k12.nc.us
