This document provides an overview of rubrics and how to develop high-quality rubrics for assessing student work. It discusses key elements of rubrics such as content, clarity, practicality, and technical quality. Traits of good rubrics include specifying important criteria, aligning with learning outcomes, having distinct descriptive levels, and being written in clear, understandable language. The document also addresses grading student work using rubrics, including converting rubric scores to letter grades using logic tables. Developing valid and reliable rubrics that accurately reflect student learning is important for fair and meaningful assessment.

1. Rubrics 101:
Content, Clarity, and Grading
Presented by Marie Gillespie and Karen Raino
LT’s January Institute, 2014

2. Objectives
O I can identify and explain the
traits of a high quality rubric.
O I can evaluate a rubric for
content and clarity.
O I can consider the implications
of grading and rubrics.

3. Agenda
O Elements of a High Quality
Rubric
O Rubric Analysis
O Rubric Grading

4. Examining Rubrics
“Good rubrics for evaluating student
proficiency in a performance assessment
context specify the important content (what
counts) with sharp clarity (everyone
understands the criteria) (Stiggins, An Introduction to
student-involved assessment for learning, p. 173).”

5. Rubrics and Content
Good rubrics…
O Understand what a good performance is.
O Align content with essential outcomes
(learning targets), state/national standards
O Align content with what you are really
assessing.

6. Rubrics – Content and Clarity
Good Rubrics…
O Categorize and divide the criteria
logically.
O Have enough levels to show progress.
O Show a clear distinction between
levels.
(Stiggins, An Introduction to student-involved
assessment
for learning, p. 173-175)

7. Rubrics and Clarity
O Rubrics are clear when everyone knows
and understands what is wanted and
needed.
O Levels defined with descriptors
O Written in student friendly language
O Inter-rater reliability
O Levels of the rubric are parallel in content
(Stiggins, An Introduction to student-involved assessment for learning,
p. 173-175)

8. Common Rubric Errors
1, Emphasis on quantity
instead of quality
Use counts when they are
part of quality
If forgotten:
2. Important criteria are
neglected
3. Non-essential elements
are included
O It suggests it is
unimportant
O The student is not
given feedback
O There is a lack of info.
for instructional
planning
Connect criteria with
essential outcomes

9. More Errors
4. Rubrics are used as a
scoring guide
Fails to define quality,
which is the goal
5. Rubric is skimpy
Levels of quality are not
thoroughly defined
6. Including effort in a
rubric
Standards & expectations
should not be adjusted as
a result of effort

10. Metarubric Summary
O
Content- What counts? What users see is what you’ll get.
O
O
O
O
Clarity- Does everyone understand what is meant?
O
O
O
Are terms defined?
Are various levels of quality defined?
Are there samples of work to illustrate the levels of quality?
Practicality- Is it easy to use?
O
O
O
O
O
Does it cover everything of importance- doesn’t leave important things
out?
Does it leave out unimportant things?
Will students understand what is meant? Is there a student-friendly
version?
Can students use it to self-assess & set specific goals?
Is the information provided useful for planning instruction?
Is the rubric manageable?
Technical Quality/Fairness- Is it reliable & valid?
O
O
O
Is it reliable? Will different raters give the same score?
Is it valid? Do the ratings actually represent what students can do?
Is it fair? Does the language adequately describe quality for all students?
Are there racial, cultural, or gender biases?

11. Rubrics 101: Grading

12. As of the end of the 2010 season, he leads all
active players in batting average,[4] slugging
percentage ,5] and on-base percentage, and
ranks among the top 50 leading home run
hitters in Major League Baseball history.[6] He
was selected by ESPN.com as the greatest
player of the decade from 2000–2009.[7] He
stands 6 ft 3 in (1.91 m), weighs 230 pounds
(100 kg), bats and throws right-handed.[8]””
Article was retrieved from Wikipedia,
http://en.wikipedia.org/wiki/Albert_Pujols on
March 5, 2011.

13. Render a Verdict: Baseball
Performance
Pujols played in 155 of 162 games in the
last series.
Does your opinion of his baseball
performance change considering the
information above?

14. Render a Verdict: Baseball
Performance
Pujols’s batting average
is .333.
Does your opinion of his baseball
performance change considering the
information above?

15. Grading According to Arter & Chappuis
“Grading…is a summing up, a
judgment about the quality of
student work or the amount a
student has learned.”
(Arter & Chappuis, 111)

16. Arter & Chappuis’ 3 Caveats
1.
“Use Grades Only to Communicate”
Do not use to penalize or motivate.
2.
“Use Grades Only to Communicate About
Learning”
A grade’s purpose in communicating academic
learning is lost and the grade is meaningless if
attendance, behavior, etc. are included.
3.
“Grades are not the best way to give students
feedback on learning”
Grades are not assessments for learning- they are
summative.
(Arter & Chappuis, 112-115)

17. Converting Rubric Scores to a Grade Using
a Logic Table (Conversion Chart)
Prior to logic tables you would
“take a straight percentage of
number of points earned
divided by a total # of possible
points” and this would lead to
a “grade that doesn’t make
sense”
Ex: 3 on a 5 point
scale isn’t
wonderful, but it isn’t
an F
“Developing a logic rule has not
been standardized”, but to develop
a rule or logic table:
1)
Work with others
2)
Examine rubric and samples of
work
3)
Make judgments about which
score averages should convert
to which grades
4)
Draft a logic rule to fit these
judgments
Arter & Chappuis, p. 120

18. RUBRIC SCORES SHOULD NOT BE TURNED
INTO A PERCENTAGE & THEN A GRADE
EX. 1
Criteria
V Score
5
4
Criteria
Y Score
Criteria
Z Score
2
1
X
Criteria
W
Score
Criteria
X Score
3
X
X
X
X
Ex. 1: (80% +60%+80%+60% + 40%)/5= 64%= D
or (4+3+4+3+2) = 16 and 16/25= 64%= D
(Arter & Chappuis, Figure 5.2 from Creating & Recognizing Quality Rubrics, 117.)

19. Example 2
Ex. 2
4
Criteria V
Score
X
Criteria
W Score
Criteria X
Score
3
1
X
X
Criteria
Y Score
Criteria
Z Score
2
X
X
Ex 2: (100% +75%+100%+50%+75%)/5=80%=Bor (4+3+4+2+3)/5=80%= B(Arter & Chappuis, Figure 5.2 from Creating & Recognizing Quality Rubrics, 117.)

20. Example 3
Ex. 3
Score
6
5
4
3
2
X
Ex. 3: 4/6=67%= D
“% don’t accurately reflect
level of learning as
measured by a rubric.g”
(Arter & Chappuis, 116)
1

21. Rather…
Convert:
Rubric Score
Grades
LOGIC RULE :
Logically decide how rubric
descriptors equate to grades.
(Arter & Chappuis, 116)

22. Converting Rubric Scores to a Grade Using
a Logic Table (Conversion Chart)
CONVERSION CHART FOR Rubric
w/ 5 Levels & 6 Criteria
RUBRIC: 5 Levels & 6 Criteria
Beyond Above
At
Almos
t
There
Try
Again
A
X
4.2 and
Above
B
3.5-4.1
2.8-3.4
D
2.0-2.7
F
1.9 and
Below
X
Evidence
AVG.
RUBRIC
SCORE
C
Thesis
GRAD
E
Citations
X
Grammar
X
Style
Organization
X
X
Possible Points: 5 Levels * 6 Criteria = 30 Possible Points
 Add up points associated with each criteria: (4 + 4 + 3 + 3+ 5+ 4) = 23 Points
 Divide Total Points Earned by # of Criteria: 23 Points/ 6 Criteria =3.8
 Consult Conversion Chart : 3.8 =B
Arter & Chappuis, p. 118

23. Converting Rubric Scores to a Grade Using
a Logic Table (Conversion Chart)
CONVERSION CHART FOR
Rubric w/ 4 Levels & 5 Criteria
RUBRIC: 4 Levels & 5 Criteria
Beyond
Thesis
Try
Again
GRADE
AVG. RUBRIC
SCORE
A
3.5-4.0
B
X
3.0-3.4
C
2.5-2.9
D
1.5-2.4
F
1.0-1.4
X
Grammar
Style
At
X
Evidence
Citations
Above
X
X
Possible Points: 4 Levels * 5 Criteria = 20 Possible Points
 Add up points associated with each criteria: (4+3+4+2+3) = 16 Points
 Divide Total Points Earned by # of Criteria: 16 Points/ 5 Criteria =3.2
 Consult Conversion Chart : 3.2 =B
Arter & Chappuis, p. 118

24. Converting Rubric Scores to a Grade Using
a Logic Table (Conversion Chart)
RUBRIC: 3 Levels & 5 Criteria
Above
Thesis
Try Again
GRADE
X
Evidence
At
CONVERSION CHART FOR
Rubric w/ 3 Levels & 5 Criteria
AVG. RUBRIC
SCORE
X
A
Citations
X
Grammar
X
Style
X
Possible Points: 3 Levels * 5 Criteria = 15 Possible Points
2.6-3.0
B
2.1-2.5
C
1.6-2.0
D
1.0-1.5
F
Below 1.0
 Add up points associated with each criteria: (3+3+2+2+3) = 13 Points
 Divide Total Points Earned by # of Criteria: 13 Points/ 5 Criteria =2.6
 Consult Conversion Chart : 2.6=A

25. Weighting a Criterion
RUBRIC: 3 Levels & 5 Criteria
Above
Thesis
At
CONVERSION CHART FOR
Rubric w/ 3 Levels & 6 Criteria
Try
Again
GRADE
AVG. RUBRIC
SCORE
X
A
B
1.6-2.0
D
1.0-1.5
F
Below 1.0
XX
Citations
X
Grammar
Style
2.1-2.5
C
Evidence
2.6-3.0
X
X
Let’s Say your unit focuses on locating & using historical evidence. As a result, this criterion should be
weighted more heavily.
Possible Points: 3 Levels * (5 + 1 Criteria)= 18 Possible Points
 Add up points associated with each criteria: (3+3+3+2+2+3) = 16 Points
 Divide Total Points Earned by # of Criteria: 16 Points/ 6 Criteria =2.6
 Consult Conversion Chart : 2.6=A
Arter & Chappuis, p. 118

26. Review
O Objectives
O I can identify and explain the traits of a high quality
rubric.
O I can evaluate a rubric for content and clarity.
O I can consider the implications of grading and rubrics.
O Rubric Grading
O Exit Feedback