SAMPLES OF ANALYTIC RUBRICS

SAMPLES OF ANALYTIC RURICS

Analytic Rubrics
An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column
and with levels of performance listed across the top row often using numbers and/or descriptive tags.
The cells within the center of the rubric may be left blank or may contain descriptions of what the
specified criteria look like for each level of performance. When scoring with an analytic rubric each of
the criteria is scored individually.

Advantages

 Provide useful feedback on areas of strength and weakness.

 Criterion can be weighted to reflect the relative importance of each dimension.

Disadvantages

 Takes more time to create and use than a holistic rubric.

 Unless each point for each criterion is well-defined raters may not arrive at the same
score.

Holistic Rubrics
A holistic rubric consists of a single scale with all criteria to be included in the evaluation being
considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater
assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of
the student work. The rater matches an entire piece of student work to a single description on the
scale.

Advantages

 Emphasis on what the learner is able to demonstrate, rather than what s/he cannot do.
 Saves time by minimizing the number of decisions raters make.
 Can be applied consistently by trained raters increasing reliability.

Disadvantages

 Does not provide specific feedback for improvement.

 When student work is at varying levels spanning the criteria points it can be difficult to
select the single best description.
  Criteria cannot be weighted.

What is a Rubric?

A rubric is an easily applicable form of authentic assessment. A rubric simply lists a set of
criteria, which defines and describes the important components of the work being planned or
evaluated. For example, students giving a research presentation might be graded in three areas,
content, display, and presentation. A given criterion is then stated in several different levels of
completion or competence, with a weighted score assigned to each level. Therefore, for each of
the three areas, a score would be assigned, (0 being the lowest level). It sounds more complicated
than it actually is, and looking at some of the examples in the list of links below should help.

A rubric should give clear guidelines to a reviewer on how to evaluate or "grade" a project
presentation. Since the criteria for assessment are clearly defined in gradations from poor to
excellent, different reviewers can arrive at similar conclusions when comparing a given
presentation to each of the graduated criteria on a rubric.

As a guide for planning, a rubric gives students clear targets of proficiency to aim for. With a
rubric in hand, they know what constitutes a "good" project presentation. As a gauge for
measuring progress while the project is under way, a rubric can be a handy tool to help keep
students on target: they can compare their progress with where they want to be on the rubric's
proficiency scale, and refer to it in order to remind themselves of their goal. The most common
assessment and evaluation tools used for collaborative learning are web-based rubrics. Most
generate printable versions of the rubric. Some have a rubric calculator, allowing the teacher to
select appropriate performance indicators and have a grade generated. Developing meaningful
rubrics can be a challenge. Involving students in the development of rubrics helps them with
their thinking, creates buy-in on their part, and clarifies expectations all around.

Finally, as an assessment tool, teachers can use it to assess projects, student groups, or individual
students; students can use the same rubric for self-assessment as individuals, in groups, and for
peer assessment; and parents can answer for themselves their questions about their child's
performance.
 SAMPLES OF HOLISTICS RUBRIC

A/ Excellent B/Very good C/Adequate D/Weak F/Very poor

Focus The thesis is The thesis is The thesis is The essay lacks The essay lacks
clearly stated, arguable, clear, only somewhat a central idea, or a thesis and
arguable, and responds to argumentative, presents one does not
original, and the assignment and could be that is so vague respond to the
sufficiently clearly. The more clearly as to be non- assignment. The
limited in scope. essay’s purpose stated. The existent. The essay
It responds to is clear, but purpose lacks essay demonstrates no
the assignment could use a little originality, and demonstrates focus.
clearly and more originality. the essay loses little or no
reflects the The essay focus in places. originality and
author’s generally Main points of focus.
purpose. The maintains the support are
essay maintains focus and clear present, but also
the focus solidly points in support. lacking
throughout, and somewhat in
establishes clarity.
clearly
articulated points
in support.
Development The essay The essay offers The essay There is little or There is no
provides some shows limited no development development, or
thorough and development of development of of ideas. There the ideas are
logical ideas and ideas and is confused or developed with
development of claims, with a claims, with few simplistic irrelevance.
its argumentative fair amount of examples or discussion of the
points, using explanation and explanations. subject, and no
relevant examples. It There is limited awareness of
examples, usually shows awareness of counterargument
evidence, and how the potential s.
explanations. evidence counterargument
The ideas are supports the s, and the ideas
rhetorically thesis, but presented are
sound, and the makes not logical or rely
essay inconsistent on problematic
thoughtfully connections. The rhetorical
addresses ideas are mostly reasoning.
potential logical and
counterargument rhetorically
s. sound. There is
some exploration
of potential
counterargument
s.
Organization Overall, the The paragraphs The organization The essay lacks The organization
essay has a generally of the the important is random or
clear and logical progress paragraphs is elements of non-existent.
skeletal structure logically and somewhat structure,
with an effective purposefully. apparent but presents
introduction and Topic sentences inconsistent and paragraphs
conclusion. The and transitions confusing. There and/or
paragraphs are might lack some are few sentences non-
unified and clarity. Some transitions, or sequentially or
coherent, both paragraphs are they are weak randomly, and
internally and disorganized and illogical. lacks transitions
from paragraph and/or The introduction and topic
 to paragraph. inconsistently and conclusion sentences.
There are clear integrated. There are vague or
transitions and is an adequate weak.
topic sentences. introduction and
conclusion.
Grammar The essay is free Grammatical and The essay The sentences The sentences
and from mechanical contains several contain many contain a large
grammatical or errors exist, but errors in spelling, serious errors in number of
Mechanics mechanical not enough to grammar, punctuation, serious
errors. distract from punctuation, spelling, diction, problems with
reading. and/or syntax and syntax that grammar,
that may distract from the syntax, diction,
somewhat reading of the punctuation, and
distract from the essay. spelling that
reading of the make the essay
essay. incomprehensibl
e.
Audience, The sentences The sentences Sentences are Sentences are Sentences are
Tone, and produce an are mostly clear somewhat extremely wholly unclear
essay which is but lack unclear, unclear, and and
Style clear, fluent, and complexity, and simplistic, and word choice is incomprehensibl
graceful. The demonstrate clumsy. Word redundant or e; word choice,
writer deploys a some variety. choice is often unspecific. Style style and tone
variety of Style and tone redundant. Style and tone are show no
sentence are generally and tone are mostly awareness of
structures, and appropriate to occasionally inappropriate to audience and
employs a style audience and awkward or the purpose, purpose, and
and tone purpose. inappropriate. genre, and might be
appropriate to audience of the offensive.
the audience essay.
and purpose.
Assessing Student Learning
A common question that we get with regard to technology projects is "how do I grade it?" The
21st-century communication and collaboration skills which are used with most technology based
projects are, in many ways, real-world problem-solving skills. The standard, multiple-choice
type tests simply are not going to be able to assess students' learning. Instead of thinking of the
assessment itself as the measurement, we are going to need to examine our students'
performances of understanding. In other words, the assessment is the tool through which we can
gauge how much our students have learned.

Performance is most often viewed in the form of formative and summative assessment.
Formative assessment is ongoing and provides information needed to adjust teaching and
learning. It not only helps to monitor student progress throughout an activity, but can also gauge
student understanding and readiness to proceed to further tasks. Summative assessment focuses
on a particular point in time-- often at the conclusion of an activity. Both types of assessments
are valuable tools when designing tasks to demonstrate mastery or understanding.

Rubrics to Measure Student Learning

Providing detailed explanations of an assignment using an online rubric, such as Rubistar or

Digial Media Scoring Guides, can assist students in both completing tasks and improving future
performance. Online rubric tools allow teachers to create rubrics quickly with a greater level of
feedback, allowing for student interaction in the process. Also, online rubrics can easily be
shared amongst teachers in schools and saved or modified for future assignments.

Fundamentally, assessing multimedia projects is no different from assessing a traditional project,

writing assignment or presentation. The primary difference between traditional assessment and
assessing multimedia projects created with technology and web 2.0 tools is that one must
consider the unique features and possibilities associated with a specific medium. A podcast for
example has a unique set of possibilities that are entirely different from a wiki, whereas, a wiki
would have a completely different set of expectations and requirements when compared to a
student video project.

When assessing student work created with technology, it is important to consider the learning
curve that is typically associated with using a new technology. Also, there is the dual
consideration of assessing the process and the product. Where the first podcast product may be
somewhat lacking in refinement, the process used by the student group may have been
exceptional. As the year progresses, the expectations for both the process and the product may
become more demanding as the students become more comfortable with the particular
technology platform.