PLAGIARISM FREE "A" WORK COURSE ASSESSMENT
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8 More Examples
This chapter contains more examples of rubrics in several different content areas and grade levels: elementary reading, middle school science, and high school technology education. I encourage you to read all the examples, even if the content or grade level is not one you currently teach.
oral reading fluency
I especially like the example related to Figure 8.1. Several Title I reading teachers in a district I worked with used some version of it. Katrina Kimmell was a Title I reading teacher at West Hills Primary School in Kittanning, Pennsylvania, and the version of the rubric and student story I present here are from her classroom. The district’s 1st grade students were working with a scripted curriculum that required monitoring progress in fluency on at least a weekly basis. Progress in fluency was monitored using words correct per minute. Thoughtful teachers knew that “oral reading fluency” should mean more to students than words correct per minute. Figure 8.1 presents the rubric.
It is worth noting that the rubric uses simple intensity scales: “no, a little, some, lots” and variations. These are words and concepts that Ms. Kimmell’s young students under‑ stood. However, by themselves the words are open to much interpretation (how much is “some”?). Coupled with instruction, however, the points on the scale were clarified for
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
More Examples | 83
figure 8.1 oral Reading fluency Rubric
Source: Used with permission from Katrina D. Kimmell, West Hills Primary School, Kittanning, PA.
students simultaneously with the learning target (oral reading fluency) and the criteria (Expression, Phrasing, and Speed). Before using the rubrics for self‑assessment, Ms. Kimmell shared the learning target with students, using the rubrics but also using mod‑ eling and demonstration. Here is what she did.
First, she explained the context. She told students they were going to practice read‑ ing. After practicing a few times, students taped their oral reading with a tape recorder. Then they evaluated their own performances using the Oral Reading Fluency Rubric.
Second, Ms. Kimmell explained the learning target and criteria for success. She did this by using the rubric, but also by modeling and demonstration. She showed students that the rubric has three different sections. Each section is something needed for stu‑ dents to become really good readers. The first one is Expression. She asked students, “What do you think that means? What does reading sound like when it has good expres‑ sion?” Then she paused for class discussion.
The second criterion is Phrasing. The teacher explained that phrasing means that you don’t read a sentence word by word like this (and modeled “robot reading”). Instead, you read a few words at a time—just like we sound when we are talking. Then
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
84 | How to Create and Use Rubrics
she paused for class discussion and demonstrations of “robot reading” versus “reading like we talk.”
The last criterion is Speed. Good reading is not so fast that no one can understand what you are reading, but not so slow that it’s boring or you lose your place. Then the teacher went over the descriptions of top‑level (4) performance in each category. The students practiced reading, then taped themselves after practice. Finally, the students used the Oral Reading Fluency Rubric to assess their own performance.
Before reading, Daniel, the boy whose example is shown, looked at a chart to see how many correct words per minute he had read the previous week and found that it was 51. Ms. Kimmell told him that she wanted him to try to read at least 53 words this time, but he said he wanted to try for 61. She said, “That would be great, but anything over 53 would be a good job.” He and the teacher discussed strategies he could use, like finger tracking and sounding out words. Then when he read his passage, he read 61 cor‑ rect words per minute—and said, “I told you I would.”
Daniel’s self‑assessment in Figure 8.1, coupled with the questions he asked and his response to his success, suggest that learning how to read fluently was a target that he understood. The rubric helped him engage with the target according to specific criteria and helped him interpret his success as more multidimensional than just a words‑per‑ minute score.
Science laboratory reports
In an 8th grade science inclusion classroom, the regular and special education teachers worked together. They wanted their students to learn science inquiry process skills—how to write testable questions and hypotheses and gather and interpret data to answer them—as well as how to write up the process in a conventional lab report. The teachers prepared a handout, “How to Write a Lab Report,” and the rubric shown in Figure 8.2, which they adapted from Internet sources. They also taught lessons about lab reports that included having students look at sample lab reports before they began work on their own. During their work, the teachers gave students information and coaching on the science content (in this case, filtering water) and necessary materials. After students completed their lab reports but before they turned them in, they used the rubric for self‑assessment and potential revisions.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
More Examples | 85
fi gu
re 8
.2
S ci
en ce
l ab
or at
or y
R ep
or t
R ub
ri c
4 3
2 1
In tr
od uc
ti on
— St
at in
g R
es ea
rc h
Q ue
st io
ns a
nd
H yp
ot he
se s
St at es a h yp ot he
si s th at
is b as ed
o n re se ar ch
an d/ or s ou
nd r ea so ni ng
an
d is te
st ab
le . R
ep or t
tit le r ef le ct s qu
es tio n or
hy po
th es is .
St at es a h yp ot he
si s th at
is b as ed
o n re se ar ch a nd
/ or s ou
nd r ea
so ni ng
a nd
is
te st ab
le . R
ep or t t itl e m ay
no t r ef le ct th
e qu
es tio n or
hy po
th es is .
St at es a h yp ot he
si s,
al th ou
gh b as is fo
r th e
hy po
th es is is n ot c le ar
or h yp ot he
si s is n ot te
st -
ab le . R
ep or t t itl e m ay n ot
re fle ct th
e qu
es tio n or
hy po
th es is .
D oe
s no
t s ta te a h yp ot h-
es is . I nt ro du
ct io n m ay b e
a ge
ne ra l s ta te m en
t o f
th e to pi c or th
e as si gn
- m en
t, or m
ay b e m is si ng
or u nc le ar .
Pr oc
ed ur
e— D
es ig
ni ng
t he
Ex
pe ri
m en
t
Pr oc ed
ur e in cl ud
es a
ve ry d et ai le d de
sc rip
tio n
or s te p- by -s te p lis t o
f ho
w th
e ex pe
rim en
t w as
pe rf or m ed
. A ll st ep
s ar e
in cl ud
ed .
Pr oc ed
ur e in cl ud
es a
ve ry d et ai le d de
sc rip
tio n
or s te p- by -s te p lis t o
f ho
w th
e ex pe
rim en
t w as
pe rf or m ed
; h ow
ev er , a
ll st ep
s ar e no
t i nc lu de
d.
D es cr ip tio n or s te p-
by -s te p lis t o
f h ow
th e
ex pe
rim en
t w as p er -
fo rm
ed is v ag
ue , a
nd
ex pe
rim en
t w ou
ld b e
ha rd fo
r so m eo
ne e ls e to
du pl ic at e.
D es cr ip tio n is u nc le ar ,
an d ex pe
rim en
t c ou
ld n ot
be r ep
ea te d be
ca us e of
la ck o f d
es cr ip tio n.
R es
ul ts
— C
ol le
ct in
g D
at a
Re su lts a nd
d at a ar e
ac cu ra te ly r ec or de
d,
or ga
ni ze d so it is e as y fo r
th e re ad
er to
s ee tr en
ds .
Al l a pp
ro pr ia te la be
ls a re
in cl ud
ed .
Re su lts a re c le ar a nd
la be
le d. T re nd
s ar e no
t ob
vi ou
s.
Re su lts a re u nc le ar , m
is s-
in g la be
ls , a
nd tr en
ds a re
no t o
bv io us a t a
ll.
Re su lts m
ay b e pr es en
t, bu
t t oo
d is or ga
ni ze d or
po or ly r ec or de
d to m
ak e
se ns e of .
co nt
in ue
d
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
86 | How to Create and Use Rubrics
fi gu
re 8
.2
S ci
en ce
l ab
or at
or y
R ep
or t
R ub
ri c
(c on
tin ue
d )
4 3
2 1
A na
ly zi
ng D
at a
Th e da
ta a nd
o bs er va -
tio ns a re a na
ly ze d ac cu -
ra te ly. T re nd
s ar e no
te d.
En ou
gh d at a w er e ta ke n
to e st ab
lis h co nc lu si on
.
An al ys is is s om
ew ha
t la ck in g in in
si gh
t. Th
er e
is e no
ug h da
ta , a
lth ou
gh
ad di tio na
l d at a w ou
ld b e
m or e po
w er fu l.
An al ys is is la ck in g in
in si gh
t. N ot e no
ug h da
ta
w er e ga
th er ed
to e st ab
- lis h tr en
ds , o
r an
al ys is
do es n ot fo
llo w th
e da
ta .
An al ys is is in
ac cu ra te
an d ba
se d on
in su ffi ci en
t da
ta .
In te
rp re
ti ng
R es
ul ts
an
d D
ra w
in g
C
on cl
us io
ns
Su m m ar iz es d at a us ed
to d ra w lo gi ca l c on
cl u-
si on
s ab
ou t h
yp ot he
si s.
D is cu ss es r ea
l- w or ld
ap pl ic at io ns o f f in di ng
s.
Su m m ar iz es d at a us ed
to
dr aw
c on
cl us io ns a bo
ut
hy po
th es is . S
om e lo gi c
or r ea
l- w or ld a pp
lic at io n
m ay b e un
cl ea
r.
C on
cl us io ns a bo
ut
hy po
th es is a re n ot
de riv ed
fr om
d at a. S om
e lo gi c or r ea
l- w or ld a pp
li- ca tio n m ay b e un
cl ea
r.
N o co nc lu si on
s ab
ou t
hy po
th es is a re e vi de
nt .
Lo gi c an
d ap
pl ic at io n of
fin di ng
s ar e m is si ng
.
So ur
ce : U
se d w ith
p er m is si on
.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
More Examples | 87
After using the rubric, the special education teacher reflected on the experience. Most of his students, he said, “had a greater understanding of what constituted good‑ quality work” and “a clear picture of what was expected.” Students who did this were able to compare their work with the criteria and performance descriptions in the rubric and, based on that comparison, make decisions about how to improve their work. In addition, they took greater responsibility for their own learning.
One group did not meet expectations on every criterion, but even for that group the rubric was helpful. The rubric allowed both teacher and students to identify the one area (drawing and expressing conclusions that follow from the data) to work on. From this perspective, the rubric was helpful even for unsuccessful work because it furnished the information needed for the students’ next steps.
Welding
Technology education is an important content area that is outside my own teaching background and experience. Andrew Rohwedder is a technology education teacher at Richardton‑Taylor High School in Richardton, North Dakota. Figure 8.3 presents Mr. Rohwedder’s welding rubric.
The welding rubric is an excellent example of a well‑constructed rubric. It is clear and descriptive. It can be shared with students and would support learning and forma‑ tive assessment, especially student self‑assessment, as well as grading.
Because technology education is not a content area I know anything about, I was able to read this rubric as a new learner would. If that is the case for you, consider how well‑constructed rubrics clarify the learning target. When I first read the rubric, I was able to envision what a good weld would look like.
I also had a question. Two of the criteria seemed to be about appearance (Weld Width and Height, and Appearance). And yet, given how well the rubric was designed, I doubted that Mr. Rohwedder had simply written the same thing twice. So I asked him what the dif‑ ference was between those two criteria, and I learned some more about welding.
He said, “The width of a weld will depend on many factors controlled by the welder. Usually the width of a weld is proportional to the thickness of the metal and how the joint is prepared. The height of the weld will depend on the heat and amount of filler material laid down by the welder. Once again this is determined by the parent material and joint preparation and type of joint. The appearance of a weld should be smooth, uniform, and chipped free of slag.”
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
88 | How to Create and Use Rubrics
fi gu
re 8
.3
W el
di ng
R ub
ri c A
dv an
ce d
4 po
in ts
Pr of
ic ie
nt 3
po in
ts B
as ic
2 po
in ts
B el
ow B
as ic
1 po
in t
To ta
l Po
in ts
Sl ag
r em
ov ed
10 0%
A ll sl ag
c hi pp
ed .
W el d be
ad is c le an
.
Be ad
is c le an
, h as b ee n
ch ip pe
d an
d w ire
-b ru sh ed
. Be
ad is s om
ew ha
t c le an
. M in im
um s la g at th
e ed
ge s of th
e be
ad .
Be ad
n ee
ds m
aj or c hi p-
pi ng
a nd
b ru sh in g.
Sh ow
s lit tle c ar e ab
ou t
qu al ity .
W el
d w
id th
a nd
h ei
gh t
10 0%
U ni fo rm
w id th
an d th ic kn es s th ro ug
ho ut
th e en
tir e le ng
th o f
ea ch w el d.
Be ad
is u ni fo rm
w id th a ll
al on
g th e le ng
th o f e
ac h
w el d. H as a s m oo th a p-
pe ar an
ce .
Be ad
m ai nt ai ns w id th a nd
le ng
th . S
ho w s so m e sm
al l
bl em
is he
s al on
g th e w el d.
N ot a u ni fo rm
th ic k-
ne ss th
ro ug
ho ut th
e w el d. T hi ck ne
ss g oe
s to
ex tr em
es .
W el d is c ut o ff in p la ce s,
no t u
ni fo rm
a lo ng
th e
w el d. S ho
w s ba
re s po
ts .
A pp
ea ra
nc e
10 0%
S m oo th , w
ith
un ifo rm
d en
se r ip pl es ;
do es n’ t s
ho w th
e be
ad
tr av el in g to o fa st o r sl ow
.
W el d sh ow
s a co ns ta nt
sp ee d an
d un
ifo rm
ity th
e en
tir e le ng
th .
W el d sh ow
s a co ns ta nt
sp ee
d w ith
s om
e bl em
- is he
s th at a re m
in im
al .
W el d sh ow
s de
fin ite a re as
of s pe
ed in g up
a nd
s lo w -
in g do
w n. R ip pl es te
nd to
be
c oa
rs e.
W el d ha
s be
en d on
e to o
fa st o r to o sl ow
. W el d is
no t c
om pl et e. T ra pp
ed
im pu
rit ie s in th
e w el d.
Fa ce
o f
be ad
10 0%
C on
ve x, fr ee o f
vo id s an
d hi gh
s po
ts ,
sh ow
s un
ifo rm
ity
th ro ug
ho ut th
e be
ad .
H as a n ic e ro un
de d lo ok .
Is n ot o ve rly h ig h, o r lo w .
Be ad
c ov er s a w id e ar ea
of e ac h w el d.
Be ad
is w el l r ou
nd ed
, m os tly u ni fo rm
o ve r th e
le ng
th o f t he
w el d. S ho
w s
so m e hi gh
s po
ts a nd
lo w
sp ot s.
Be ad
s ho
w s m an
y hi gh
an
d lo w a re as . T ot al la ck
of u ni fo rm
ity th
ro ug
ho ut
th e w el d.
W el d do
es n ot b le nd
in to
on e si ng
le b ea
d.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
More Examples | 89
A dv
an ce
d 4
po in
ts Pr
of ic
ie nt
3 po
in ts
B as
ic 2
po in
ts B
el ow
B as
ic 1
po in
t To
ta l
Po in
ts
Ed ge
o f
be ad
10 0%
G oo
d fu si on
, no
o ve rla
pp in g
or u nd
er cu tti ng
.
Si de
s an
d ed
ge s ar e
sm oo th , b
le nd
in g in to
ea ch w el d. U nd
er cu tti ng
is
ke pt to
a m
in im
um . W
el d
do es n ot fl oa t o
n su rf ac e.
M od
er at el y sm
oo th b le nd
- in g. U nd
er cu tti ng
a nd
fl oa
t ar e pr es en
t. St re ng
th o f
th e w el d is s til l s tr on
g.
Fl oa
t a nd
u nd
er cu t a
re
ve ry a pp
ar en
t. W el d la ck s
st re ng
th a nd
fl ow
.
M et al is b ur ne
d th ro ug
h.
W el d ha
s no
c on
ne ct io n
to m
et al .
B eg
in ni
ng a
nd
en di
ng f
ul l s
iz e
10 0%
C ra te r w el l f ill ed
.
En d of e ac h w el d is
co m pl et e; th
e lin e do
es n’ t
ta pe
r of f.
W el d en
di ng
is fu
ll bu
t sh ow
s so m e ta pe
rin g an
d a cr at er p re se nt .
C ra te r di st in ct ly p re se nt a t
th e en
d of th
e be
ad .
M et al is b ur ne
d th ro ug
h
at th
e en
d.
Su rr
ou nd
in g
pl at
e 10
0% W
el di ng
s ur fa ce
fr ee
o f s
pa tte
r.
Sp at te r is k ep
t t o a
m in im
um .
So m e sp at te r is p re se nt
bu t n
ot d is pl ea
si ng
. Sp
at te r is in
la rg e
am ou
nt s.
Sp at te r ta ke s aw
ay fr om
th e in te gr ity o f t he
w el d.
Pe ne
tr at
io n
10 0%
C om
pl et e w ith
ou t
bu rn -t hr ou
gh .
W el d pe
ne tr at es d ee
p in to th
e m et al a nd
a dd
s st re ng
th a nd
fu si on
to th
e ed
ge s an
d de
pt h.
W el d pe
ne tr at es d ee
p bu
t d oe
s no
t r es ur fa ce
th ro ug
h th e bo
tto m o f a
jo in te d w el d.
W el d is u ne
ve n in d ep
th ,
la ck s un
ifo rm
ity a lo ng
w el d le ng
th .
W el d flo at s on
to p of th
e m et al . H
as n o st re ng
th .
So ur
ce : U
se d w ith
p er m is si on
fr om
A nd
re w R oh
w ed
de r, Te ch no
lo gy E du
ca to r, Ri ch ar dt on
-T ay lo r H ig h Sc
ho ol , R
ic ha
rd to n, N D .
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
C o p yr
ig h t ©
2 0 1 3 . A
ss o ci
a tio
n f o r
S u p e rv
is io
n &
C u rr
ic u lu
m D
e ve
lo p m
e n t. A
ll ri g h ts
r e se
rv e d .
90 | How to Create and Use Rubrics
For me, this interchange was an object lesson in one of the main points this book is trying to make. Good rubrics help clarify the learning target for students (or anyone else who does not yet have a clear vision of it, like me with welding). Good rubrics become a foundation for learning and formative assessment as well as for grading. Most important, good rubrics are tools the students can use to help themselves learn.
Summing up
This book is full of examples, but I think you almost can’t have too many! Chapter 2 included the counterexample “My State Poster” rubric. Chapter 3 showed the silly example of a rubric for laughing and the example of the life‑cycle project rubric, a work‑in‑progress that illustrated how you might approach revising and improving rubrics. Chapter 4 included examples of general rubrics for foun‑
dational skills: the 6+1 Trait Writing rubrics, student‑friendly rubrics for mathematics problem solving, and rubrics for report writing and for creativity. Chapter 5 presented some examples of task‑specific rubrics, and Chapter 6 contained examples of general and specific proficiency‑based rubrics for understanding the concept of area and its relationship to multiplication and division. Chapter 7 contained examples of checklists and rating scales, both to demonstrate their usefulness in their own right and to show by contrast how they are not rubrics. This chapter added three more examples to the mix, in elementary reading, middle school science, and high school technology education.
My hope is that from this collection of examples, you can by induction generalize the characteristics of good rubrics yourself. Lay your conclusions beside what I have listed as the characteristics of good rubrics in the book and—I hope!—see that they match. At this point, then, you should have a firm idea of what effective rubrics look like.
This chapter concludes Part 1 of the book, which was about the various types of rubrics (and, in Chapter 7, the related tools—checklists and rating scales) and how to write them. Part 2 explains how to use rubrics. I hope that as you explore the different uses of rubrics, you will see more and more why it is important to emphasize the two defining factors of appropriate criteria and descriptions of performance along a con‑ tinuum of quality. These elements are the genius of rubrics because they are the “active ingredients” in all of the uses described in Part 2.
Self-ReflectIon
What is your current thinking about rubrics after
reading Part I of this book? How does it compare
with your thinking from the first self-reflection,
before you began to read?
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development. Created from amridge on 2022-02-25 04:46:00.
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