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Rubric on Rubrics 
Assess how well a rubric is developed. Source: http://arc.missouri.edu/pa/olive.html
Rubric Code: Q4982
By rsabeti
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: K-5, 6-8, 9-12, Undergraduate, Graduate, Post Graduate

Powered by iRubric Rubric on Rubric
  Excellent

4 pts

Good

3 pts

Fair

2 pts

Poor

1 pts

Usefulness

Excellent

Assessment is useful and convenient to the learner from the beginning of the discussion about the task, and it concentrates all student energy on what is important to accomplish.
Good

Learners can understand the assessment and begin to use it before the task has begun. It focuses their energy on what it is important to accomplish.
Fair

Assessment is available to learners at some point before the task is completed. Students can use it to get an idea of what is important to accomplish.
Poor

Assessment not available to learner or learner cannot interpret or understand it.
Self Assessment

Excellent

Learners required to self-assess and are required to reflect and concentrate on quality of work.
Good

Learners encouraged to self assess and reflect on quality of work.
Fair

Learners are invited to self-assess, but may not reflect on quality.
Poor

There is no reason to self-assess or focus on quality.
Descriptors

Excellent

Has explicit descriptors which allow the teacher to distinctly discriminate within a range of quality. (4 or 6 are ideal so no "middle" exists.)
Good

Has specific descriptors which allow the teacher to discriminate a range of quality, which is limited to few enough, so that discrimination is distinct (usually 3-7 levels).
Fair

Has descriptors which help teacher measure specific items, but there may be too many items.
Poor

No understandable descriptors.
Key Elements

Excellent

Measures only vital elements which are critical to the task. No items of low consequence.
Good

Measures key elements which are essential to the task. Few items of low consequence.
Fair

Meaningful items assessed, but may be of limited significance.
Poor

Inappropriate items are assessed (due to ease of grading?).
Validity

Excellent

An explicit set of objectives is measured. Understanding is a prerequisite to scoring well. Students cannot score well or poorly due to factors unrelated to objectives.
Good

A distinct set of objectives is measured. Students must understand the concepts to score well and will score well if they understand.
Fair

Vague objectives may be present. Students who understand objectives tend to score higher.
Poor

Students are uncertain as to what is expected. Assessment does not measure what it says it measures.
Reliability

Excellent

Different teachers grading the same task will get the same results.
Good

Different teachers grading the same task will get highly similar results.
Fair

Teachers are guided to similar results.
Poor

There is no consistency of results.



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  • rubrics, assessment

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