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Preview - TAC Grading - Grading Rubric

Create a grading rubric for an assessment or activity that includes the components: A description of the task, activity or assessment, including the topic, the process that the students will work through and the product they are expected to produce, as well as the associated learning outcome(s) of the activity or assessment. An explanation of the type of rubric used (holistic, analytic) and why this type was chosen over the other. An explanation of how you will use the rubric (will you give it to students before grading, will you use it to grade or to provide feedback or both, etc.) Rubric itself, with criteria, levels and descriptors Objective/Criteria Performance Indicators Unacceptable Description (0 points) No description of the task or activity is included. Needs Improvement (5 points) Description of the task or activity is vague and may include one or two of these components: topic, learning outcome(s), product and process. (5 points) Explanation of the type of rubric used is vague and does not address why this type was chosen. (5 points) Explanation of the use of the rubric used is vague and confusing. Meets Expectations (8 points) Description of the task or activity is general but includes all components: topic, learning outcome(s), product and process.q Exceed Expectations (10 points) Description of the task or activity is detailed and includes all components: topic, learning outcome(s), product and process.

Rubric type

(0 points) No explanation of the type of rubric used is included.

(8 points) Explanation of the type of rubric used is general but addresses why this type was chosen. (8 points) Explanation of the use of the rubric used is general, but not clear enough for students to understand how it helps them. (8 points) Focus on quality Performance dimensions and criteria focus student attention on main features or components of activity, but may not address content or thinking. (5 points) Includes three (3) performance levels.

(10 points) Explanation of the type of rubric used is detailed and addresses why this type was chosen. (10 points) Explanation of the use of the rubric used is detailed and students can clearly understand how it helps them. (10 points) Focus on substance Performance dimensions and criteria focus student attention on specific features of content, thinking, process and presentation.

Rubric use

(0 points) No explanation of the use of the rubric is included.

Rubric performance dimensions and criteria

(0 points) Inadequate number of performance dimensions and criteria does not help students focus attention.

(5 points) Focus on appearance -Performance dimensions and criteria focus student attention on surface features or components of activity, but does not address content or thinking. (3 points) Includes only one (1) or two (2) performance levels.

Rubric performance levels

(0 points) No performance levels are included or no clear indication of the levels of performance is supplied.

(6 points) Includes a range of four (4) performance levels.

Rubric - descriptors (0 points) No performance levels are included or no descriptors of the required performance

(5 points) Basic descriptors for performance levels are supplied. However, words and

(8 points) Descriptors for performance levels are supplied. Words and phrases that

(10 points) Performance levels provide substantial descriptors of performance required out of 100

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Objective/Criteria

Performance Indicators Unacceptable for each level is supplied. Needs Improvement phrases do not capture the actual differences among the levels of performance. Meets Expectations capture the actual differences among the levels of performance are used. Exceed Expectations for each level. Words and phrases that capture the actual differences among the levels of performance are used. (8 points) Incremental progression of evaluation criteria is not apparent and student performance is clearly scaffolded (criteria build upon each other) (8 points) Components of activity detail specific and concrete elements that help students see the relationship to learning outcome(s). (8 points) Evaluation criteria clearly relate to student performance. (10 points) Scale / point / grade system is specific and helps students see priority of activity components.

Rubric - evaluation criteria 1

(0 points) Incremental progression of evaluation criteria is not apparent.

(4 points) Incremental progression of evaluation criteria is apparent, but in an uneven manner.

(6 points) Incremental progression of evaluation criteria is apparent.

Rubric - evaluation criteria 2

(0 points) Components of activity are unrelated to learning outcome(s).

(4 points) Components of activity are somewhat identified but are insufficient to distinguish their relationship to learning outcome(s).

(6 points) Components of activity are clearly related to learning outcome(s).

Rubric - evaluation criteria 3

(0 points) Evaluation criteria do not relate to the task or activity. (0 points) No scale / point / grade system is identified.

(4 points) (6 points) Evaluation criteria are Evaluation criteria are vague. specific but do not relate to student performance. (5 points) Scale / point / grade system is confusing and focuses students on grading instead of student performance. (8 points) Scale / point / grade system is general enough to focus student attention on performance but there may be some questions on grading. (4 points) Space for comments is adequate, encouraging personalized and summary feedback.

Rubric - scale / point / grade system

Rubric - comments

(0 points) (2 points) No space for Space for comments comments is included. is included but is inadequate and constrains feedback.

(5 points) Substantial space for comments allows for personalized feedback: includes space for each criteria as well as for summary feedback. (5 points) Together, spacing and formatting facilitates student identification of expectations and understanding of grading. out of 100

Rubric - layout and formatting

(0 points) Crowded layout and lack of formatting makes it difficult for students to identify expectations and understand grading.

(0 points)

(4 points) Either formatting or spacing is sufficient to help students identify expectations and understand grading.

OK

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