What is a rubric and how this impacts your grade
How
to Grade with Rubrics
Some
scholastic achievements are easier to assess than others.
For example, math often has only one correct answer, so determining
whether a student has grasped the concept is check whether an answer is either
right or wrong. However, especially
when grading essays and other written work, the process is subjective.
Therefore, teachers need help to determine whether certain benchmarks of
the assignment have been met and students and parents need to understand exactly
what is expected to achieve optimal learning success.
What
is a rubric?
Personally,
as an English teacher, grading essays can be one of the most difficult tasks,
especially for a new educator. Knowing what to look for is not the problem.
However, determining the level of achievement can be a challenge.
For instance, two English teachers can read the exact same paper and
assess a different grade, because the process is largely subjective.
So, educators have collaborated together to determine a means of grading
students that is equalizing for all students in the same grade, learning the
same subject matter.
Example
Rubric
IDEAS AND CONTENT
|
WORD CHOICE
|
CONVENTIONS
|
|
5
– Focused, clear, specific. It keeps the
reader’s
attention.
a)
I know a lot about this topic and added
interesting
tidbits.
b)
I showed what was happening instead of telling.
c)
My topic was small enough to handle.
d)
I can easily answer the question, “What is the
point
of this paper/story?”
|
5
– Extremely clear, visual, and accurate. I
picked
the right words for the right places.
a)
My words are colorful, snappy, vital, brisk and
fresh.
You won’t find overdone, vague or flowery
language.
b)
All the words in my paper fit. Each one seems
just
right.
c)
Look at all my energetic verbs!
d)
Some of the words and phrases are so vivid the
reader
won’t soon forget them.
|
5
– Mostly correct. There are very few
errors
in my paper.
a)
My spelling is accurate.
b)
I have used capitals correctly.
c)
Every paragraph is indented to show where a
new
idea begins.
d)
Periods, commas, exclamation marks, and
quotation
marks are in the right places.
e)
My grammar/usage is consistent and shows
control.
|
|
3
– Some really good parts, some not there
yet!
a)
Some things are new, other things everyone else
already
knows.
b)
Details are general (nice, fun, some, good.)
c)
I’m still thinking aloud on paper. I’m looking
for
a good idea.
d)
Maybe I’ll write about this or maybe I’ll write
about
that.
|
3
– Correct but not striking. The words get
the
message across, but don’t capture the
reader’s
attention.
a)
I used everyday words pretty well but I did not
stretch
for a new and better way to say things.
b)
Most of the time the reader will figure out what
I
mean even if a few words are messed up.
c)
My words aren’t real specific. Better, juicy
details.
d)
I used tired out cliches or phrases.
|
3
– About halfway there. A number of
bothersome
mistakes need cleaning up.
a)
Spelling is correct on simple words. It may not
be
right on harder words.
b)
Most sentences and proper nouns begin with
capitals,
but a few have been over looked.
c)
At least one paragraph is present. Others might
not
all begin in the right spots.
d)
Problems in punctuation make the reader
stumble
and pause now and then.
e)
Several grammar problems are evident.
|
|
1
– Just beginning to figure out what I want to
say.
a)
I haven’t shared much information. I don’t seem
to
know much about this topic.
b)
My details are so vague it’s hard to picture
anything.
c)
I’m still thinking aloud on paper. I’m looking
for
a good idea.
d)
Maybe I’ll write about this or maybe I’ll write
about
that.
|
1
– Confusing. The reader is often asking
“What
did they mean by this?”
a)
A lot of words and phrases are vague. (We
were
friends and stuff.)
b)
My words don’t make pictures yet. (It was
awesome.)
c)
Some of my words are misused.
d)
Over and over I used the same words over and
over,
until my paper was over.
|
1
– Editing not under control yet. It would take
a
first reading to decode and a second reading to
get
the message.
a)
Spelling errors are common, even simple words.
b)
Capital letters are scattered all over or not at all.
c)
I haven’t got the hang of paragraphs yet.
d)
Punctuation is very limited and makes reading
this
paper difficult.
e)
Frequent grammatical errors, I haven’t spent
much
time editing this paper.
|
*Discovered
by John Norton while traveling in Alabama. Thanks to teachers at Maryvale
Elementary in Mobile!
The
example is based on an elementary school writing assessment. Of course, as the grade level increases, the requirements may
also be more specific with additional expectations. However, the principle is no different. All teachers of the subject and grade level will receive the
same rubric as an assessment guide.
How
will a rubric impact the grade?
How
a teacher assesses essays and other subjective grades is not some sort of state
secret. Especially for a weighty assignment, students should receive a copy of
the rubric to attach to the front or back of the finished project.
With
the rubric in hand, a student should know exactly how he/she can achieve the
best grade possible.
In
addition, an instructor should carefully explain his/her grading as a precursor
to giving the homework. Oftentimes,
a big paper may be a significant part of the semester's total grade.
If the student does not succeed, it can result in repeating the grade
level subject in the following year. No one wants to set up a student for
failure.
Also,
parents should have the opportunity to understand the teacher's grading system
and policies in the classroom. Unfortunately,
some kids feel singled out, when grades do not meet expectations.
Then, parents are flustered and ready to take on the instructor before
hearing both sides of the story. Thus,
kids are miserable, parents are distressed and teachers are flustered. Fortunately, a rubric often helps solve communication
problems and misunderstandings before they have a chance to occur.
A
good teacher will leave notes on an essay, or the rubric, while grading, to help
the student and his/her parents understand the strengths and weaknesses
according to the rubric assessment. The
tool is not simply to underscore errors; it is also meant to help highlight
accomplishments and encourage a student in the right direction scholastically.
So, do not be afraid to ask for a rubric or a copy of how the teacher
will grade the completed projects. The
result will be a win-win situation for all concerned with academic success.
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