{"id":12886,"date":"2021-11-27T05:38:19","date_gmt":"2021-11-27T05:38:19","guid":{"rendered":"https:\/\/course.oeru.org\/ctvsd2\/?page_id=12886"},"modified":"2021-11-27T05:38:19","modified_gmt":"2021-11-27T05:38:19","slug":"understand-rubrics","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/ctvsd2\/learning-projects\/develop-assessment-rubrics\/understand-rubrics\/","title":{"rendered":"Understand rubrics"},"content":{"rendered":"
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\"Rubric\"<\/a><\/div>\n

What are rubrics and why you should use them<\/b><\/p>\n

A rubric is a set of criteria that includes descriptions of levels of performance on the criteria. Sounds more simple than it is. This simple definition makes it clear that rubrics have two major aspects:\n<\/p>\n

    \n
  • sets of criteria and\n<\/li>\n
  • descriptions of levels of performance for these criteria.\n<\/li>\n<\/ul>\n

    The main purpose of rubrics is to assess performance. You can use them when you observe the learner in the process of doing something, like using an electric drill or solving a problem, or when you observe the product that is the result of the learner\u2019s work, like a finished bookshelf or a written report.\n<\/p>\n

    Below is a list of some common types of performance that can be assessed with rubrics for you to get an idea when you can use them.
    \n<\/p>\n\n\n\n\n\n
    Type of performance<\/b>\n<\/td>\n Examples<\/b>\n<\/td>\n<\/tr>\n
    Processes<\/b><\/p>\n
      \n
    • Physical skills\n<\/li>\n
    • Work habits\n<\/li>\n
    • Use of equipment\n<\/li>\n
    • Oral communication\n<\/li>\n<\/ul>\n<\/td>\n
    		\n
      \n
    • Playing an instrument\n<\/li>\n
    • Doing a cartwheel\n<\/li>\n
    • Preparing timber for cutting\n<\/li>\n
    • Communicating to a customer\n<\/li>\n
    • Testing a faulty computer\n<\/li>\n
    • Working independently\n<\/li>\n<\/ul>\n

      \n<\/p>\n<\/td>\n<\/tr>\n

    Products<\/b><\/p>\n
      \n
    • Constructed objects\n<\/li>\n
    • Written reports\n<\/li>\n
    • Models or other visual representations to\n<\/li>\n<\/ul>\n

      demonstrate understanding of concepts\n<\/p>\n<\/td>\n

    		\n
      \n
    • Wooden bookshelf\n<\/li>\n
    • Set of welds\n<\/li>\n
    • Coffee\n<\/li>\n
    • Cooked meal\n<\/li>\n
    • A drawing\n<\/li>\n
    • Business report\n<\/li>\n
    • Set of business accounts and records\n<\/li>\n
    • Model or diagram of a structure\n<\/li>\n
    • Concept map\n<\/li>\n<\/ul>\n

      \n<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      What is good about rubrics is that they are descriptive rather than evaluative. They are developed to match the performance to the description rather than “judge” it. There are instances you may come across, in which the performance descriptions are called \u2018judgment statements\u2019 as they assist the assessor to make a judgement or a decision on the performance.\n<\/p>\n

      Assessment rubrics are as good as the criteria selected (the elements of the assessed performance) and the descriptions of the levels of performance under each criteria. To design effective rubrics you need to have appropriate criteria and well-written descriptions of performance or ‘judgment statements’.\n<\/p>\n

      If you are not familiar with rubrics we recommend you view the following videos and resources before you start working on your rubric.\n<\/p>\n

      \n\t
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      \n\t\t\t\"media\n\t\t<\/div>\n\t\t
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      Video introduction to rubrics<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
      \n\t\t
      \n\t\t\t<\/p>\n

      If you are new to assessment rubrics and rubric design you may find viewing the following videos useful.\n<\/p>\n

      This 15 minutes video will introduce you to assessment rubrics and provide you with some tips how to design them. A PDF downloadable version of the presentation is available here<\/a>.\n<\/p>\n