Assessing Projects : Demonstrating Understanding
General Rubrics
General rubrics that do not specify individual traits can also be used to assign marks, but they provide learners with little concrete information about their performances.
This rubric about a persuasive speech describes what speeches that receive different marks look like in general. It does not give specific feedback, such as which public speaking skills could be improved but does give learners a general idea of how their speech compares to assessment standards.
Persuasive Speech
A |
B |
C |
D |
| The learner used effective public speaking skills, such as eye contact, posture, and volume. The learner showed an awareness of the audience. The learner used many credible facts and sources to persuade the listeners. The speech began with an introduction that engaged the audience and ended with a good conclusion. |
The learner used effective public speaking skills, such as eye contact, posture, and volume, most of the time. The learner showed some awareness of the audience. The learner used some credible facts and sources. The speech began with an introduction and ended with a conclusion. |
The learner sometimes failed to use effective public speaking skills. The learner showed limited awareness of the audience. Some of the learner’s facts were not credible. The speech did not have either an introduction or a conclusion. |
The learner rarely used effective pubic speaking skills. The learner showed little awareness of the audience. The learner included no facts or facts that were not credible. The speech was missing an introduction and a conclusion. |
Helping Learners and Parents Understand Grading with Rubrics
Learners and parents who are accustomed to marks from tests and quizzes, need to learn how marks derived from rubrics reflect a wider variety of knowledge, skills, and processes than conventional exams. Marking with rubrics can never be as precise as counting correct answers to a multiple-choice test. This is to be expected because work that requires deep understanding and higher-order thinking is not as easy to describe and assess as facts or basic skills. It is important to communicate how to use rubrics to assign marks, particularly if learners have not been marked with this method in the past. Teachers can avoid misunderstanding by showing examples of rubrics and how marks were calculated so that learners and their parents, will learn the reasoning behind marking with rubrics.
Some of the anxiety over marks can also be avoided when learning has been assessed in a variety of ways throughout a project. Multiple assessments can prepare learners for final marks on projects by letting them know frequently where their weaknesses and strengths are. If learners are having trouble with a particular skill, strategy or topic, a final product assessment will not be the first time they hear about it.
The primary reason to use rubrics and scoring guides is to increase the quality of work. They define clear expectations and force learners to be responsible for the work they create. With the use of rubrics, learners are able to articulate what they’ve learned and know exactly what they need to do to be successful. Rubrics and scoring guides are assessments that provide for clear communication with learners, teachers, and parents. This communication allows everyone involved to understand the expectations and ensures learner learning and success.
