PLAGIARISM FREE "A" WORK COURSE ASSESSMENT
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6 Proficiency-Based Rubrics for Standards-Based Grading
Proficiency‑based rubrics are rubrics aligned with standards‑based grading scales from the start, so that progress is described in terms of achievement of that standard. Proficiency‑based rubrics use the same scale—the same levels of achievement—for each assessment, including both tests and performance assessments. Therefore, proficiency‑ based rubrics document student performance in terms of proficiency level on a standard.
Although this might sound like simply using special rubrics—and in practice that’s what happens—consistent use of proficiency‑based rubrics for all assessments changes the point of reference for interpreting student performance. It’s actually more of a shift than it looks like.
Think about the traditional number‑right and percentage scales used to grade many tests. The base of that percentage is a number that represents the test content, not the standard directly. Suppose a student scores 100 percent on a test. If you use standards‑based grading, you might be tempted to say that student is “Advanced.” But what if that test measured only the basic comprehension required for the standard and did not ask any questions
Self-ReflectIon
Does your school use standards-based grading?
Have you noticed any advantages of standards-
based grading compared with traditional grading?
If you do use standards-based grading, do you use
the same proficiency scale for each assessment
on a standard?
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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Proficiency-Based Rubrics for Standards-Based Grading | 65
whose answers required advanced thinking? That 100 percent really indicates that the student is “Proficient.” You would need a different assessment, one that has questions or tasks that would allow advanced students to demonstrate extended thinking, to know whether students could do that.
How to create proficiency-based rubrics
You can create proficiency‑based rubrics in three steps. First, design a general framework based on the number and names of proficiency levels, and what they are intended to mean, in your school or district. Second, write general rubrics for each stan‑ dard, based on the framework. Third, for each assessment on that standard, describe the specific performance requirements for each level.
Create the general framework
Proficiency‑based rubrics begin with general rubrics that describe the expectations for each level of proficiency, in the same terms as your standards‑based report card. For some districts, the levels are the same as for their state proficiency tests, but this is not necessarily the case.
Identify the number and names of proficiency levels. Most educators know this already, but it is worth mentioning as the first step because it is the foundation for constructing proficiency‑based rubrics. If your standards‑based report cards use four levels, titled Advanced, Proficient, Nearing Proficient, and Novice, then those are the levels to use. If your standards‑based report cards use some other levels, use those.
Describe what each level means in your system. Sometimes proficiency levels are described in generic terms on standards‑based report cards and their supporting docu‑ ments. Sometimes report cards have definitions, but they are not really helpful descrip‑ tions to use as the basis for rubrics. For example, they may simply repeat the level name (for example, “Performs at an advanced level” and so on). If useful general descriptions of what performance at each level means already exist, use them.
If such descriptions do not already exist, you need to design them. Use a team of teachers to do this. The question of “how proficient a student needs to be to be profi‑ cient” should be decided collegially and not by any one administrator or teacher. Figure 6.1 presents an example of a general framework for proficiency‑based rubrics using four levels of proficiency.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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66 | How to Create and Use Rubrics
figure 6.1 Sample General framework for Proficiency-Based Rubrics
4 Advanced
Shows a thorough understanding of the concept or skill, and extends understanding beyond the requirements of the standard (e.g., by relat- ing concept to other concepts, by offering new ideas, by a deep and nuanced analysis, or by demonstrating a level of skill beyond expecta- tions for proficiency).
3 Proficient
Shows a complete and correct understanding of the concept or the abil- ity to perform the skill as articulated in the standard.
2 Nearing Proficient
Shows partial mastery of prerequisite knowledge and a rudimentary or incomplete understanding of the concept or a rudimentary ability to perform the skill as articulated in the standard.
1 Novice
Shows serious misconceptions or lack of understanding of the concept or an inability to perform the skill as articulated in the standard.
The example in Figure 6.1 is too general to use as is and is not meant to be used for formative assessment or grading. It is a general framework or template for your thinking as you make more specific rubrics for individual assignments.
Write a general rubric for each standard
For each standard you are going to assess, adapt the general framework into a general rubric for the standard. If you use standards‑based report cards, the “standards” in question will be the reporting standards, which may be a bit more specific than your state standards. If you do not use standards‑based report cards, the “standards” in ques‑ tion may be state standards or curricular goals. If your school or district has done cur‑ riculum mapping, typically you will use the standards or goals listed on the curriculum map. Figure 6.2 shows a general rubric for the standard “Understands the concept of
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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Proficiency-Based Rubrics for Standards-Based Grading | 67
figure 6.2 Rubric for a Specific Standard
Standard: Understands the concept of area and relates area to multiplication and to addition.
4 Advanced
Shows a thorough understanding of the concept of area and the ability to relate this concept to multiplication and addition, and extends under- standing by relating area to other concepts or by offering new ideas or by solving extended problems.
3 Proficient
Shows a complete and correct understanding of the concept of area and the ability to relate this concept to multiplication and addition.
2 Nearing Proficient
Shows partial mastery of prerequisite knowledge (e.g., what plane figures are, how to measure length) and a rudimentary or incomplete understanding of the concept of area.
1 Novice
Shows serious misconceptions or lack of understanding of the concept of area.
area and relates area to multiplication and to addition” (CCSSI Standards for Mathemat‑ ics 3.MD) based on the general framework in Figure 6.1.
One important thing to notice is that the general rubric describes performance in terms that are still too general to use for any particular assessment. The general rubric begs a question at each level—for example, at the Proficient level: What does it look like
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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68 | How to Create and Use Rubrics
when a student shows a complete and correct understanding of the concept of area and the ability to relate this concept to multiplication and addition? This is what you will work out for each assessment.
Describe the specific performance requirements
For each assessment on a standard, describe the specific performance require‑ ments for each level. Suppose that a 3rd grade teacher is preparing a mathematics unit and one of the standards she will cover is “Understands the concept of area and relates area to multiplication and to addition.” A number of assessments are possible, and although she wouldn’t use all of them, she would probably use more than one. Here are some examples of tasks students could do, on a test or performance assessment, to demonstrate comprehension of the concept of area:
• Define or explain what area is, in their own words. • Distinguish problems that require finding area from those that do not. • Measure areas by counting unit squares (square centimeters, square meters,
square inches, square feet, and square invented units). • Demonstrate that the area of a rectangle as found by counting square units is
the same as the area found by multiplying length and width, and explain their reasoning.
• Use a formula (A = l × w) to find the area of a rectangle. • Use diagrams to find the area of rectilinear figures by decomposing them into non‑
overlapping rectangles, and explain their reasoning. • Construct a model room with rectangular surfaces (floor, walls, windows, sofa and
chair seats and backs, etc.), labeling each rectangular surface with its area. • Write original mathematics problems whose solutions require finding the area;
solve the problem and explain reasoning. • Write real‑life problem scenarios whose solutions require finding area; solve the
problem and explain reasoning.
Note that these are not fully designed assessments. The list is intended to show that many different assessments could be indicators of the standard.
Notice also that some of these assessments would not provide evidence of Advanced‑level understanding because such understanding entails the following: “Shows a thorough understanding of the concept of area and the ability to relate this concept to multiplication and addition, and extends understanding by relating area
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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Proficiency-Based Rubrics for Standards-Based Grading | 69
to other concepts or by offering new ideas or by solving extended problems.” Other assessments do allow students, if they are able, to give evidence of extending their understanding.
Consider an assessment in which students are asked to explain what area is, using their own words. The teacher might ask students to do this using a short, constructed‑ response test item or a stand‑alone quiz or oral questioning. In any case, she might use the following specific proficiency‑based rubric:
Proficient (3) Complete and correct explanation.
Nearing Proficient (2) Partially complete and correct explana‑ tion, either missing an important detail or including a small incorrect detail.
Novice (1) Incorrect explanation, or no explanation.
There is no Advanced (4) level because stating the explanation in your own words does not match the performance expectations for Advanced. The description of Pro‑ ficient performance matches the description of Proficient in the general rubrics. The teacher would need additional assessments to give evidence of Advanced performance (extending understanding by relating area to other concepts or by offering new ideas or by solving extended problems).
This specific proficiency‑based rubric, then, describes what performance at each level looks like on the specific assessment. It is still a general rubric, as opposed to a task‑specific rubric, because performance is described in general enough terms that you can share the rubric with students. (A task‑specific version of the rubric would include the explanation of area itself, and that is not what is needed here.)
Suppose further that the teacher also designs a performance assessment in which she asks students to write a real‑life problem scenario whose solution requires finding area, and then to solve the problem and explain their reasoning. (The performance assessment would need more complete directions than that. I don’t mean to imply that one sentence alone would suffice for the assignment to students. Because here we are just concerned with the proficiency‑based rubrics, we can proceed without that; but it’s important enough that I want to clarify and make sure I don’t imply that one sen‑ tence constitutes a complete assessment.) The teacher might use the following specific proficiency‑based rubric:
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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70 | How to Create and Use Rubrics
Advanced (4) Problem scenario, solution, and explana‑ tion show an extended understanding of the concept of area and relate area to multi‑ plication and addition in a detailed analysis, using mathematical language, of an elegant problem solution.
Proficient (3) Problem scenario, solution, and explana‑ tion show a complete and correct under‑ standing of the concept of area and the ability to relate this concept to multiplica‑ tion and addition.
Nearing Proficient (2) Problem scenario, solution, and explana‑ tion include some flaws and show a rudi‑ mentary or incomplete understanding of the concept of area. Relation of area to multiplication and addition is unclear.
Novice (1) Problem scenario, solution, and explana‑ tion show serious misconceptions or a lack of understanding of the concept of area. Relation of area to multiplication and addi‑ tion is incorrect or not addressed.
Notice that, like the rubric for explaining area in their own words, this rubric is general enough that it may be shared with students at the time the assignment is made. This rubric lends itself to looking at exemplars, supporting student self‑ and peer assessment, and focusing teacher feedback on work in progress. And an important point is that this specific proficiency‑based rubric matches the general proficiency‑based rubric for the standard shown in Figure 6.2. A good way to think about it is that each proficiency‑based rubric is an instance or special case of the general one.
You can also use proficiency‑based rubrics for describing performance on a unit test. Sometimes—but not usually—you can simply define a percentage range for each of the proficiency‑based levels described by the general rubric for the standard. I say “not usually” because you can only do that meaningfully when the test covers that stan‑ dard and no other, and when all the questions are all answerable at all levels, including
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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Proficiency-Based Rubrics for Standards-Based Grading | 71
Advanced. This is not usually the case. Most tests cover more than one standard or include questions that do not allow Advanced performance.
Suppose the teacher had designed a unit test that included a set of proficiency‑level questions about area and its relationship to multiplication and addition, and an open‑ ended question that allowed students to show extended insights and connections about the concept of area (or not, depending on how the student answered). The teacher might use the following specific proficiency‑based rubric:
Advanced (4) At least 90% correct on proficiency‑level questions and a response to the open‑ ended question that makes connections among area, multiplication, addition, and other concepts.
Proficient (3) At least 80% correct on proficiency‑level questions and a response to the open‑ ended question that shows comprehension of area and its relation to multiplication and addition.
Nearing Proficient (2) At least 60% correct on proficiency‑ level questions and a response to the open‑ended question that shows partial understanding of area and its relation to multiplication and addition.
Novice (1) Less than 60% correct on proficiency‑level questions and a response to the open‑ ended question that shows major miscon‑ ceptions, or no response to the open‑ended question.
Notice that for proficiency‑based rubrics, the percentage correct for the total test may not be the appropriate percentage to use. Proficiency‑based rubrics require consid‑ ering the question “percentage of what?” The test might have included questions about other standards as well, and those would not figure in to the assessment of student proficiency on this standard.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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How to use proficiency-based rubrics in formative assessment
Use proficiency‑based rubrics in all of the same ways you would use any rubrics for formative assessment. Chapters 9 and 10 contain lots of strategies for using rubrics to share learning targets and criteria with students and for using rubrics to help students monitor and regulate their own learning.
It is worth pointing out that proficiency‑based rubrics are particularly well suited for a couple of those strategies because the rubrics apply the same meaning about profi‑ ciency to all assignments. The two strategies most enhanced by using proficiency‑based rubrics are student tracking of their own work and student goal setting.
Student tracking of their own work
The previous section showed that general proficiency‑based rubrics for a standard define a general framework for achievement. Each specific assessment and its associ‑ ated proficiency‑based rubric aim to place student achievement within that framework. Therefore, students can track their own work in a meaningful way by recording their proficiency level for each assessment of that standard. The result will be a chart or graph depicting student progress on that standard in the proficiency metric. Figure 6.3 presents an example of a student tracking her achievement on a series of assessments of the stan‑ dard “Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action” (CCSS ELA RL 2.5).
Notice that the standard is written in student‑friendly language. The student herself records the information and makes the graph. By keeping track of her progress, the student is able to self‑reflect, ask questions, develop confidence with the standard, and self‑regulate her learning.
Student goal setting
One of the main ways that student goal setting fails is that, in an evaluation‑centered classroom culture, students are tempted to express their goals in terms of grades. For example, a student might say, “I want to get an A on my next test.” More useful student goals are expressed in terms of what students want to learn and how they will know when they have done so—for example, “I want to learn how to retell a story in my own words well enough that my little brother will enjoy listening.”
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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Proficiency-Based Rubrics for Standards-Based Grading | 73
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74 | How to Create and Use Rubrics
Proficiency‑based rubrics describe performance and therefore are particularly well suited to helping students set goals that describe learning. For example, instead of saying “I want to get a 4,” a student can say, “I want to be able to go beyond the informa‑ tion about the water cycle I read in my textbook and see how I can connect it to the daily weather in my town.”
How to use proficiency-based rubrics in standards-based grading
When all of your assessment results for a report period are on the same scale, with the levels having comparable meanings, combining the results is much easier. Look at the pattern of a student’s achievement over time for the standard you are evaluating. If the pattern resembles a “learning curve”—starting low, increasing, and then leveling off—take the median of the student’s scores for the leveling‑off period. These are the scores that represent the student’s current achievement with respect to that standard. Figure 6.4 illustrates this scenario for two students, Andrew and Bailey.
If the pattern does not resemble a learning curve, but rather fluctuates up or down over time, take the median of the whole set of scores. This will represent the student’s current achievement with respect to that standard as well; unfortunately, in this case it represents a current standing that hasn’t improved during the report period. Figure 6.4 also illustrates this scenario, in the example of Cort.
Depending on the design of your report card, you may need to combine final profi‑ ciency evaluations from several standards into one grade for a subject or a larger report‑ ing standard. Chapter 11 describes grading procedures in more detail. The purpose of this section is to point out that the special nature of proficiency‑based rubrics keyed to standards—all based on a common framework describing proficiency—simplifies final judgments into summarizing a series of comparably rated performances.
Summing up
This chapter has described proficiency‑based rubrics, which are coordinated with definitions of various proficiency levels, standard by standard. Their common frame‑ work allows students to set goals and track progress. The common framework for proficiency‑based rubrics also simplifies teachers’ evaluation of students’ progress and achievement.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-20 05:09:15.
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