Rubrics, Rubrics, Rubrics!
Make PBL easier for teachers and clearer for students
Important Points about Rubrics
- Each major product or performance needs its own rubric.
- Rubrics serve to improve the quality of a product or performance.
- Assess content (ELAR, math,sScience, social studies, elective areas) separately from 21st century skills.
- Rubrics should use student-friendly language.
- Students should be provided with the project rubrics and time to understand the expectations.
- Rubrics are formative assessment tools for students and teachers.
- Students should be taught how to use rubrics feedback to revise their work.
- Students may eventually be involved in the creation of rubrics.
From PBL in the Elementary Grades, BIE, p. 51
Start with the GCISD PBL Project Design Rubric
Once a teacher begins to design a project, the GCISD PBL Project Design Rubric can serve as a companion document for keeping on the right track in the planning process.
The GCISD PBL Project Design Rubric is also a structured tool for feedback. When seeking advice from colleagues to refine a project, teachers may consider using the Project Design Rubric to solicit useful, constructive comments.
Steps in Developing Rubrics
- Make sure your expectations match the TEKS--nouns, verbs and rigor.
- Imagine what an exemplar sample of work would look like. Use a real sample, if possible, as a model.
- Consider the parts of the task that students will think are difficult. This will help you identify and prepare scaffolding lessons and activities.
- Be sure the criteria are in line with the directions for the task.
- Decide which task features will not be assessed. This keeps students from feeling too overwhelmed.
- Limit the number of criteria. This allows students to really focus on the most important learning outcomes.
From "Guides to Scoring Student Work: Checklists and Rubrics" by Therese Kuhs, et. al.