Levels of development should be discernible in every rubric. Some key features of rubrics are detailed below.
- The descriptors for the different levels in rubrics should increase in complexity across the levels.
- The language used should be descriptive and directly related to student understanding.
- Broad descriptive words like 'usually' and 'reasonably' should be avoided.
An example of a basic rubric for a short task could be similar to the following, where various aspects of understanding of a concept may be displayed.
What is a sample?
| Criterion
|
Sample response
|
| Level 1: A single idea associated with the sample concept
|
A little bit. A test.
|
| Level 2: Several aspects of the sample concept but incomplete
|
A part of something, not the whole thing but a piece of it. A sample of dirt, like something they did tests on.
|
| Level 3: Complete description including the representative nature of sample
|
I would have a piece of something to show me what the whole thing is like; like carpet. A small portion of something larger to try it out.
|
More complex rubrics for projects or investigations are discussed in Statistical Investigations.
You can download sample rubrics for:
