Levels of development should be discernible in every rubric. Some key features of rubrics are detailed below.
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The descriptors for the different levels in rubrics should increase in complexity across the levels.
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The language used should be descriptive and directly related to student understanding.
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Broad descriptive words like 'usually' and 'reasonably' should be avoided.
An example of a basic rubric for a short task could be similar to the following, where various aspects of understanding of a concept may be displayed.
What is a sample?
|
Criterion |
Sample response |
|
Level 1: A single idea associated with the sample concept |
A little bit. A test. |
|
Level 2: Several aspects of the sample concept but incomplete |
A part of something, not the whole thing but a piece of it. A sample of dirt, like something they did tests on. |
|
Level 3: Complete description including the representative nature of sample |
I would have a piece of something to show me what the whole thing is like; like carpet. A small portion of something larger to try it out. |
More complex rubrics for projects or investigations are discussed in Statistical Investigations.
You can download sample rubrics for:
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a general investigation in the Statistical investigations: Rubric
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a specific project in the Are Males Better Drivers? Rubric.