Table of Contents

Developing Rubrics

Time to View

Now view another video to hear highlights of the steps for developing quality rubrics. When you select the screen shot of the video below, scroll to the video titled, "How Are Rubrics Developed" on the Web page that appears.

How Are Rubrics Developed External Link(Run time: 7:04)

Source: Kansas State Department of Education 2013

Select the screen shot above to begin. When the pop up opens, enlarge the window to full screen mode. Then open the link titled, “How are Rubrics Developed” from the list on the left and select the play button on the video image.

This video highlights using rubrics in combination with exemplars, or pieces of work that typify the score descriptors. Having both descriptions and examples helps scorers interpret the rubrics the same way, increasing consistency between raters.

The video also introduced the basic parts of a quality rubric:

Basic Parts of a Quality Rubric

Criteria: “What counts” in a product or performance (e.g., purpose, organization, details, voice, and mechanics for a writing rubric). The criteria cover important features that are relevant to the learning target.

Scoring Levels: Can be two or more levels of quality ranging from excellent to poor. The number of levels is appropriate to the complexity of the task; more complex tasks have more levels. The levels are just enough to allow a clear distinction between the different gradations of quality and adequately track student progress.

Descriptors: Define the levels. They are clearly written so that students and teachers can agree not only on what makes work excellent or poor, but also on any level in between.