Rubrics for Teachers (page 2)
A rubric measures your students’ success based on a four-point scale. Rubrics provide a great way to assess your students, while setting out clear expectations for them and for you.
- Select three to five specific goals or target skills that you want an assignment to demonstrate.
- Students are scored on a scale of 1 to 4 (with 4 being the highest), based on their level of achievement for each skill.
- Establish clear expectations so that students understand exactly what they need to achieve to earn a specific score.
- Show your students how the rubric helps explain why they received a specific score.
- 4—All ultimate goals achieved (terms to use: all, complete, etc.)
- 3— Most goals achieved, excellent attempt with a few minor corrections (terms to use: most, no more than two mistakes, etc.)
- 2— Some goals achieved, attempt recognized, but needs support (terms to use: some, part, partial, a few, three or four errors, etc.)
- 1— Minimal goals achieved, needs a great deal of support (terms to use: little or no evidence, minimal, none, more than four errors, etc.)
- Limit goals per assignment to no more than three to five (for lower grades, you might have even fewer).
- Write goals so that they are explicit and specific (especially for grades 2 and above; for lower grades, they might be more general).
- Communicate the goals to your students verbally, and explain them to your students.
- Use graphics like smiley faces for students in the lower grades. Use more elaborate graphics for students in the upper grades.
Goal—Students use correct ending punctuation.
- 4—All sentences have the correct ending punctuation.
- 3— Most of the sentences have the correct ending punctuation. (no more than two errors)
- 2— Some of the sentences have correct ending punctuation. (no more than three or four errors)
- 1— There is little or no evidence of ending punctuation. (more than four errors)
Goal—Students complete a coloring sheet.
General rubric (lower grades)
- 4—Perfect score, can’t ask for more. Look at me, I am a four.
- 3—Almost perfect, look at me. Doing great, I am a three.
- 2—Still much to do, makes me a two. But I can do it, I’ll show you.
- 1— I have just begun. With hard work, I’ll get it done, but for now I’m just a one.
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