The following directions have been modified from Empowering Students through Negotiable Contracting
to Draft Rubrics for Authentic Assessment
© 1996 Andi Stix, Ed.D., US Department of Education: ERIC #TM027247
The goal of having students design their own rubric is to empower them to set the criteria for the work that they will accomplish. It is a fair and easy way to allow all students to participate in their own evaluation so that they are clear about expectations and are able to recognize important criteria.
The following directions should be completed by the class prior to starting the Special Assignment.
1. Review the Special Assignment with the students.
2. Have the students break into groups. Ask them to brainstorm the qualities they think you as the teacher would look for to grade the assignment. Each group should come up with 5-7 criteria.
For example:1. Write multiple hypotheses.
2. Use of direct evidence and inference.
3. Organization of information.
4. Presentation of information
5. Support of ideas
3. Ask each group to rank their criteria based on importance, from most important to least important.
4. Let each group present their top 2 or 3 criteria, listing them so all can see.
5. Discuss each criteria listed as a class and narrow the list down to 4 of the most important items. (* You can include more or fewer criteria depending on the needs of your class).
6. Create a scale for each of the criteria from poor, fair, good, excellent. Discuss what each of the criteria would look like if it were poor, fair, good, and excellent, so that the each rubric score is clear.
For example: Develop multiple hypothesesExcellent: Multiple hypotheses were created and each could be tested.
Good: Multiple hypotheses were created and only some could be tested.
Fair: One hypothesis was created and could be tested.
Poor: Hypotheses were created, but could not be tested.
7. Name each of the ranking categories. Be sure the words you choose are neutral: For example: Excellent, Successful, Acceptable, Attempted
8. Create a rubric chart that includes: each criteria, the categories, descriptions, and point values assigned.
| The presentation should: | The student presentation is: | ||||||||||||
| - | Excellent (8-10 pts) | Successful (5-7 pts) | Acceptable (2-4 pts) | Attempted (0-1 pts) | |||||||||
| Address the big question. | Has multiple hypotheses that clearly address the question. | Has one hypothesis that clearly addresses the question. | Has hypotheses that do not address the question. | Has no hypotheses. | |||||||||
| 10 | 9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 | 0 | |||
9. Students should have a complete rubric before beginning the Special Assignment. You can use the rubric in a number of ways to assess the completed work: