Rubrics

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How to Make a Good Rubric

Identify what you are assessing using the rubric in the Expectation column (e.g., a research paper).
In the same column, identify the key characteristics of what you are assessing (i.e. the criteria) (e.g., appropriate use of evidence, seven thinking skills and procedural skills, and any other quantifiable criteria that may be specific to the research topic).
Describe an outstanding sample of student work using values for these characteristics in the highest category (level 4).
Describe unacceptable evidence of learning using values for these characteristics in the lowest category (level 1 [and below]).
Describe marginal (level 2) and good (level 3) products of learning (the evidence of learning) using appropriate values for these characteristics.
A scale that runs from 1 to 4 (unacceptable, marginal, good, outstanding) is a reasonable summary view of a rubric.
Supplement the Rubric with exemplars at each level, or at least at Level 4
Depending on what is being assessed and the variety of criteria, assign a mark range to each level (examples shown below). The mark (within a particular range) that is given to a student will typically depend on the number of criteria that the student meets (and how well the student meets the criteria).

Peer Assessment

In my Technological Design courses you must assess the work of your peers
Show evidence of learning of some Expectations by recording your serious written assessment of another student’s written output (you must use the corresponding rubric).
Your assessment must show that you are using your higher order thinking skills
Your assessment must force the assessed student to use his or her higher order thinking skills
Insert your written assessment into both your portfolio and the other student’s portfolio

General "Sample Rubrics" -- Use as Models for "Specialized" Rubrics

In general, a good understanding of a concept is not achieved until the concept has been successfully used in several varied applications. Nonetheless, the “understanding of a concept” has been broken out into two rubrics: “Basic Understanding” and “Application”. In the first two samples below, the use of higher order thinking skills is included in the “Application” rubric while the use of the lower order thinking skills is included in the “Basic Understanding” rubric. Note that an application of a concept must also be “understood” for learning to be genuine.

Basic Understanding of A Concept -- "Knowing" and "Connecting"

Note that this rubric pushes students to “expand the box around the concept” to look for at least one conceptual relationship. This should at least apply to Grades 11 and 12 and to gifted students in grades 9 and 10. All students should be encouraged to strive for this definition of Level 4.

The student will:

Rubric For Basic Understanding of a Concept (DBM-RU-3001)

(For a given topic, note that rubrics for Application, Procedures and Communication also generally apply)

Expectation

(Out of 20 Marks)

Basic Understanding of Concepts…

Level 1

(Up to 12 Marks)

The Evidence shows that the Student…

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Demonstrate a basic understanding of the concept of xxx (e.g. principle, kit, circuit or other product)

Evidence may

include:

completeness and accuracy of notebook / drawings; verbal presentation; demonstration of operation.

-Copied information from the board, textbook or from someone or somewhere else

-Has no or very poor notes or notebook

-Drawings and sketches are inaccurate and incomplete

-Cannot adequately demonstrate or explain the concept verbally

-No connection made to any of the Ten Concepts of Technological Education

-Correctly translated common concept definitions into his / her own words.

-Described (e.g.) “how the kit or circuit works”, with one or more errors, at an appropriate age / grade level

-The explanation is not complete for this age / grade level -- one or more key points are missing

-Identifies a connection to at least one of the Ten Concepts of Technological Education

-Meets Level 2 and, in addition:

-The explanation is accurate for this age / grade level (no errors)

-The explanation is complete for this age / grade level (no key points are missing)

-Briefly describes a connection to at least one of the Ten Concepts of Technological Education

-Meets Level 3 and, in addition, meets all of the following:

-Concisely and accurately interpreted or placed the concept within the context of a superset of knowledge (eg energy) in which the concept or theory logically or scientifically belongs

-clearly describes the relationship with at least one other concept

-Clear and detailed description of a connection to at least one of the Ten Concepts of Technological Education, including a discussion of the nature of the connection (subset, specialization, generalization, human process, physical properties etc.)

Application of a Concept -- "Doing" and "Contextualizing"

Note that this rubric pushes students to “expand the box around the concept application” to analyse the connections between the concept and the application (and important related concepts). This should at least apply to Grades 11 and 12 and to gifted students in grades 9 and 10. All students should be encouraged to strive for this definition of Level 4 -- particularly the use of the Evaluate thinking skill.

Rubric For Application of a Concept (DBM-RU-3002)

(For a given topic, note that rubrics for Basic Understanding, Procedures and Communication also generally apply)

Expectation

(Out of 20 Marks)

Application of Concepts…

Level 1

(Up to 12 Marks)

The Evidence shows that the Student…

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Demonstrate the application of the concept of xxx (e.g. idea, kit, circuit or other product)

Evidence may include:

completeness and accuracy of notebook / drawings; verbal presentation; demonstration of operation; successful application of the concept in given situations; application of Evaluate thinking skill

-Copied information from the board, textbook or from someone or somewhere else

-Has no or very poor notes or notebook

-Drawings and sketches are inaccurate and incomplete

-Cannot adequately explain verbally or demonstrate how the concept applies to the given situation

-Correctly translated information into his / her own words.

-Described (through analysis and synthesis), with one or more errors, how the concept applies to the given situation at an appropriate age / grade level

-The explanation of the concept in the application is not complete for this age / grade level -- one or more key points in the application are missing

-Complies with Level 2 and, in addition:

-The explanation of the concept in the application is both accurate and complete for this age /grade level

-Complies with Level 3 and, in addition:

---for Grades 11-12 meets at least two of the following

---for Grades 9-10 meets at least one of the following

-Correctly describes at least one illustrative example from the application

-Synthesized an accurate “bigger picture” report respecting the actual mechanics of the connections between the concept and the application situation, including at least one related concept

-Reverse-engineers the product or application at a deeper, subsystem or component level, imagining “what’s in the black box”

-Following the application, evaluated his / her understanding of the concept by testing for validity and synthesizing relevant output and questions. (eg. sets boundaries or limitations around their view of the concept)

-Has identified improvements that can be made to the product

Procedures and Skills -- "Doing" and "Using"

Note that this rubric pushes students to “expand the box around the skill” to improve understanding of underlying concepts and to make improvements to Procedures etc. This should at least apply to Grades 11 and 12 and to gifted students in grades 9 and 10. All students should be encouraged to strive for these definitions of Levels 3 and 4 -- particularly the use of the Evaluate thinking skill.

Rubric For Skills and Procedures (DBM-RU-3003)

(For a given topic, note that rubrics for Basic Understanding, Application and Communication also generally apply)

Expectation

(Out of 20 Marks)

Using Procedures and Skills…

Level 1

(Up to 12 Marks)

The Evidence shows:

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Demonstrate respect for and mastery of procedures, processes and other rules, standards and norms for “good practice”.

Evidence may include:

completeness and accuracy of notebook / drawings; verbal presentation; demonstration of the skill; success of the student Product; application of the Evaluate thinking skill

-Took significant “short cuts” more often than not

-Ignores the procedures etc.

-Has no or very poor notes or notebook describing the Procedure etc.

-Cannot adequately demonstrate the use of the procedure etc.

-Product of the student’s work shows little pride of craft, thus showing little respect for “good practise”

-Product meets less than 50% of the requirements

-Never takes significant “short cuts”

-Uses procedures etc. repeatedly and consistently until appreciated and mastered

-Product shows respectable workmanship

-Notes / notebook accurately records the procedure etc. that was used, but one or two minor steps are missing

-Product meets between 50% and 69% of the requirements

-Complies with Level 2 and, in addition:

-Demonstrates understand-ing of the most important concepts underlying the procedure and the rationale for the procedure

-Clearly takes pride in good work (eg neat soldering, orderly wiring, product has aesthetic appeal etc)

-Notes are neat, legible, error-free and complete with respect to the Procedure etc.

-Product drawings have been updated to reflect actual construction

-Follows industry standards or norms, relevant for age group

-Product meets between 70% and 95% of the requirements

-Complies with Level 3 and in addition:

---for Grades 11-12 meets at least three of the following

---for Grades 9-10 meets at least two of the following:

-Makes continuous improvements to procedures, instructions and processes, testing and validating all changes before implementation

-Highly aesthetic accurate and complete product and notes / drawings

-Has applied a personal structure to notes, or created own information system documenting the process

-Has produced a “Post Mortem” document outlining shortcomings in the procedure etc. as well as highlighting issues that worked out well

-Product meets at least 96% of the requirements

Written Communication

Rubric For Written Communication (DBM-RU-3005)

(For a given topic, note that rubrics for Basic Understanding, Application and Procedures also generally apply)

Expectation

(Out of 20 Marks)

Written Communication

Level 1

(Up to 12 Marks)

The Evidence shows:

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Analyze a variety of data and other inputs and synthesize a report in approximately 1000 words

-Copied information from another person, place or source

-Does not correctly understand the concepts that are to be addressed

-Report incorrectly represents the data

-Report is written in point form

-Report does not have either Introduction or Conclusion / Summary section

-poor organization of the information and data

-report is poorly supported

-No sources are listed or are not identified by title / URL with author’s name

-many errors in spelling / grammar / sentence structure

-less than 300 words in length

-Correctly translated or paraphrased the writing of others into student’s own words, preserving the original meaning

-Report is accurate but several major points are missing

-Report has Introduction, Body and Conclusion / Summary sections

-Organization of the information and data is logical and reasonable

-Report is modestly supported by reference to the work of others

-report is understandable

-sources are listed and are identified by title / URL with author’s name and publisher

-Modest number of errors in spelling / grammar / sentence structure

-Less than 400 words in length or rambles on past 1,700 words

-Complies with level 2 and, in addition:

-The report addresses all of the major issues requested

-Broke the information down into logical groupings, classifications or sub-systems and describes the significance and value of this grouped or hierarchical information.

-Structured data is in a purposeful sort order

-Report includes attractive graphical representations of data

-Data is reduced or summarized according to a sound set of criteria

-Through clearly argued interpretation or an analytical approach to the concepts, the report clearly explains the relationships between concepts / ideas, but without the context of clear examples

-Report has clear links between the classifications of information (eg “see section x regarding…”)

-Report is well-supported by logical and sound arguments principally by the student

-Few errors in spelling / grammar / sentence structure

-Aesthetically pleasing format, presentation and use of white space

-Reader-friendly

-Less than 600 words in length or rambles on past 1,500 words

-Complies with Level 3 and, in addition,

---for Grades 11-12 meets at least four of the following

---for Grades 9-10 meets at least three of the following:

-Includes a statement of some limitations of the report such as “I limited the scope of my research to …” (This is part of the Evaluate thinking skill)

-Detailed conclusions, recommendations and opinions are clearly stated as such

-Degree of importance (or priority) of recommendations is stated

-Opinion is well-supported by an exceptional depth of careful analysis of the concepts and data

-Has evaluated his / her understanding of the issues by articulating relevant questions. For example, student raises questions such as “if I had more data on xxx, I would be able to say…” Any solutions proposed are justified through criteria raised by the student

-Questions the claims made by other authors or web sites

-Compares / contrasts claims of different authors and discusses the merits of the different conclusions

-Professional-looking format and presentation

-Virtually no errors in spelling / grammar / sentence structure

-between 700 and 1300 words in length

Sample Rubric for the Concept of Safety

Note that, in general, marking of a student output is only complete after the rubrics for “Basic Understanding”, “Application”, “Procedures” and “Communication” are all applied.

Rubric For the Concept of Safety (DBM-RU-3004)

(For a given topic, note that rubrics for Basic Understanding, Application, Procedures and Communication also apply)

Expectation

Safety

Level 1

The Evidence shows:

Level 2

Level 3

Level 4

Analyze and describe (synthesize an output) the essence of safety

Criteria include: risk, hazard, injury, safety standards; application of the concept of safety; use of the Evaluate thinking skill.

-Copied information from someone or somewhere else

-Only one of the following criteria was accurately described: risk, hazard, injury, safety standard.

-Shows no understanding of safety in the context of the design process

-Fails to show any understanding of how safety standards are set by society.

-Correctly translated common safety definitions into his / her own words

-Only one or two of the following criteria were accurately described: risk, hazard, injury, safety standard.

-The descriptions are vague and unconnected to one another

-Limited understanding of safety in the context of the design process

-Limited understanding of how safety standards are set by society.

-Accurately addressed 3 of the criteria: risk, hazard, injury, safety standard.

-The descriptions are accurate, understandable and clearly connected or linked to one another. Less than 3 key points are missing.

-Good understanding of safety in the context of the design process

-Good understanding of how safety standards are set by society.

-Complies with Level 3 and, in addition:

-has evaluated his / her understanding of safety by:

---applying safety in a specific sample design situation

---checking for validity of their understanding of safety in this situation

---and articulating relevant questions.

-For example, student sets boundaries or limitations around their view of safety in this particular situation or context. For example, student raises questions such as “who is responsible for what in this situation?” Solutions proposed must be justified through some stated criteria.

-Accurately and completely addressed and linked all 4 of the criteria: risk, hazard, injury, safety standard. The descriptions and relationships are clearly explained and detailed.

Visitors Since October 8 2006