According to the document Policy on Assessment and Evaluation published by the Scarborough Board of Education, 1997 (p. 22), the term rubric has the following definition:
Rubric — a set of guidelines for assessment which states the characteristics and/or dimensions being assessed with clear performance criteria and a rating scale.
A scoring rubric consists of:
Participants will:
Knowledge: demonstrate an understanding of the need for a wide variety of assessment and evaluation tools and effective scoring sheets (rubrics).
Skills: become more skilled in developing clear criteria that will form the basis for appropriate assessment tools and scoring sheets; reflect on the ideas provided and determine how they could be implemented in the school.
Values: identify that the main purpose of assessment and evaluation is to provide information for teachers and students to improve learning; acknowledge students as partners in the assessment process; recognize that being a reflective and collaborative practitioner helps one to continue to improve one's assessment and evaluation practices.
The following is an example of a rubric from the Ministry of Education:
|
LEVEL
Criterion
|
4 | 3 | 2 | 1 | R |
|---|---|---|---|---|---|
| Definition (from Guide to the Provincial Report Card Grades 1-8, p.21) |
The student has demonstrated the required knowledge and skills. Achievement exceeds the provincial standard. | The student has demonstrated most of the required knowledge and skills. Achievement meets the provincial standard. | The student has demonstrated some of the required knowledge and skills. Achievement approaches the provincial standard. | The student has demonstrated some of the required knowledge and skills. Achievement falls much below the provincial standard. | The student has not demonstrated the required knowledge and skills. Entensive remediation is required. |
| Comprehension interprets and understands concepts; makes connection |
All of the specified curriculum expectations are fully or consistently met and extended. | Most of the specified curriculum expectations are fully or consistently met. A few minor errors occur. | More than half of the specified curriculum expectations are fully or consistently met. Several minor errors occur. | Only a few of the specified curriculum expectations are fully or consistently met. Major errors occur. | None or almost none of the specified curriculum expectations are fully or consistently met. Major errors occur. |
| Application | Extends skills and concepts to challenging or innovative situations. | Transfers skills and concepts to familiar and some new situations. | Transfers some skills and concepts between familiar situations. | Does not yet transfer skills and concepts. | Does not transfer skills and concepts. |
| Communication | Explanations are complete and appropriate with evidence in a variety of contexts. Communication is clear, precise and confident. | Explanations are complete and appropriate. Communication is clear and precise. | Explanations are appropriate but incomplete. Communication has some clarity and some precision. | Explanations are partially complete or inappropriate. Communication is unclear or imprecise. | Explanations are incomplete or inappropriate. Communication is unclear or imprecise. |
| Problem Solving initiates and persists; analyses; considers alternatives; evaluates results |
Learning strategies are modified and new ones created. | Appropriate learning strategies are used. | Appropriate learning strategies are used. | Limited learning strategies are used. | Very limited learning strategies are used. |
| Self Direction | Independently | Independently | Limited assistance | With assistance | With assistance |
| Grade/Letter | A 80-100% | B 70-79% | C 60-69% | D 50-59% | R Below 50% |
Rubrics can be used in various aspects of science teaching, such as marking students' portfolios, biological drawings/diagrams, verbal and poster presentations. Rubrics provide students a clear idea of what their teacher expects from them; therefore students can polish their works in order to meet these standards. Student assessment can be done more objectively and effectively through the use of rubrics.
Two rubrics examples for an independent study on the Light unit of a SPH3U class [new curriculum] are shown in the following (S. Houlden, Sir Oliver Mowat C.I., Scarborough, 1997).
| Criterion | High | — Indicators of Level of Performance — | Low | |
| Content/ Information | accurate and concise; all relevant information is presented completely; gives accurate history of application or theory | information is accurate; relevant information is present with some details missing; states all principles involved and describes most; gives brief history | information has some errors; most of the relevant information is present; states some of the principles covered; no history | major errors in information presented; not all relevant information presented; names a few or none of the principles involved; no history |
| Diagram | neatly drawn; fully labeled; clearly illustrates the principles involved | some roughness to the diagram; not all lables present; illustrates the principles involved | diagram is messy; few or no labels; principles not clearly conveyed | no diagrams used |
| Neatness | descriptive title used; word processed and formatted for easy reading; spelling/grammar correct | appropriate title used; word processed; few minor errors in spelling/grammar | title does not relate to information; hand written; several grammar/spelling errors | no title; messy and hand written; many spelling/grammar errors |
| General Overall Impression | Handout is one full page of information; easy to read and understand; very eye-catching, rasing interest and curiosity; topic well explained | handout is correct length of one page; fairly easy to follow; raises interest and is eye catching; topic fairly well explained | handout is too short/too long; some sections are hard to follow; raises some interest; topic poorly explained | handout is too short/too long; information difficult to follow and understand; just another piece of paper rasing no interest; topic not explained |
| Criterion | High | — Indicators of Level of Performance — | Low | |
| Content/ information | accurate and concise; all relevant information is presented completely; clearly describes all principles involved; gives accurate history of application or theory | information is accurate; relevant information is present with some details missing; states all principles involved & describes most; gives brief history | information has some errors; most of the relevant information is present; states some of the principles covered; no history | major errors in information presented; not all relevant information presented; names a few or none of the principles involved; no history |
| Presentation | makes eye contact; speaks knowledgeably without referring to notes; involves fellow students; clear well modulated voice | some eye contact; little need to reference notes; some involvement with fellow students; varies voice at times | no eye contact; uses notes frequently; very little involvement with fellow students; rarely varies voice | avoids looking at audience; reads notes; no invovlement with fellow students; speaks in a monotone |
| Visual Aids (models, diagrams etc.) | aid used in the presentation is neat and organized; provides excellent support to the presentation making the words more easily understood | aid is used but as such is messy (globs of glue, dirty/crumped, dirty, pieces of tapes, etc); provides good support for the presentation | visual aid is messy and poorly organized; adds little support to the presentation | no visual aids used |
| Creativity | keeps other students interested throughout | some students appear distracted at times during the presentation | fails to capture and maintain interest of all students | fails to capture student interest at any time |
| Organization | presentation follows a logical pattern; smooth transitions between sections | presentation follows a logical pattern; only a few rough points | presentation not given in a logical sequence but some organization present; transitions are abrupt | presentation lacks organization; speaker appearsto move randomly from one idea to the next |
| Understanding of the Topic | presenter conveys an outstanding understanding of the material | presenter conveys a good understanding of the material | presenter lacks a complete understanding of the material | presenter has a poor understanding of the material |
http://www.oocities.org/poe-queens/rubrics/teresa/rubrics.htm
Updated February 2005 by jtl