|
|
|||||
 |
 |
||||
 |
Rubrics in the Classroom: When to Use
|
Rubrics Outline
Related Resources |
When Do I Use A Rubric? |
|
|||||||||||||||||||||||||||||||
Rubrics are expensive in terms of the time and energy they require to design and implement. The decision to use a rubric must be weighed carefully. Rubrics are best suited for situations where a wide range of variation exists between what’s considered very proficient and what’s considered not yet proficient. Teachers have found rubrics to be every useful in providing guidance and feedback to students where skills and processes are the targets being monitored. Examples of skills or processes that adapt well to being rubriced include: the writing process, the application of the method of scientific inquiry, thinking skills (i.e. constructing support, compare, problem solving, etc.), and life-long learner skills (i.e. collaborative worker, quality producer, etc.). Methods other than rubrics are more conducive to monitoring quantities or amounts of factual information known by a learner. These methods may include tests, quizzes, checklists, etc. Helpful Hint: Don’t rubric everything. Some teachers reserve rubrics for processes and skills in which students are having difficulty demonstrating a high degree of proficiency. Others use rubrics to scaffold new performance tasks or introduce new skills and processes. However, or whenever, the decision is made to use a rubric, best results usually occur when students are involved in the work of designing a rubric, as well as in the feedback loop and in the reporting-out to stakeholders process, (i.e., parents, school board members, community, etc.). For more information on Rubrics in the Classroom visit |
|||||||||||||||||||||||||||||||||
|
| Return to Top | |
|||||||||||||||||||||||||||||||||
