Rubrics!

I can remember when I first started teaching, a faculty member mentioned a rubric and I was like, "a what?!" Now, I'm not sure how I even functioned without them! I am a firm believer in open communication with students and letting them know of expectations up front. A rubric, while also a great grading tool, is a good way to do that. By letting students see what is expected of them by my standards, they have a better idea of what the finished outcome should be. It is sort of like a "working backwards" way to attack a problem. Like I said, they are also a wonderful grading tool, and can save you a lot of heartache when upset parents come calling about their child's grades. It is sort of like a self-checker for teachers. When creating rubrics, one really has to think about what they want the students to be learning, how to display that and how to hold them accountable for it, and in turn, I hold myself accountable for getting them to that point. Rubrics bring everything out into the open, which leaves no gray area for teacher or student of what is expected.

Rubistar is a fantastic rubric generator. I've used rubric generators before, but none have been so easy to use and save and upload. Most of the time, I just use templates and fill in the blanks. I like the some of the pre-formatted rubrics here. Some I have seen have been too much or too little. I will be the first to admit, that my rubrics are something I need to work on to make stronger, and this is a great tool to do that.

I am having difficulty getting the spreadsheet to do what I want! It keeps saying the extension is wrong, when it is not. So, I have copied and pasted it below.

I have also shared it here. 

NETS T standards associated with this are:

2. Design and develop digital-age learning experiences and assessments
3. Model digital age work and learning

Creating rubrics, especially using a tool like Rubistar helps teachers "promote student learning and creativity."  I also like the part about students setting their own goals and managing their own learning. By giving students rubrics ahead of time and even getting them to help create their own, the teacher is giving students control and ownership over their learning goals. Rubrics can also be adapted to diverse learning styles as well as be created for any type of assessment, assignment or project.

Teacher Name: Mrs. Hotard
Student Name:     ________________________________________
CATEGORY	4 Excellent	3 Acceptable	2 Adequate	1 Inadequate	Score
Design/Composition	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill.	Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing.	The student does not appear to be able to apply most design principles to his/her own work.
Time/Effort	Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Planning and Explanation	Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.	Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.	Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner.	Student has thought very little about the project. Is present but is not invested in the product.
Knowledge Gained - Technique	Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.	Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.	Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.	Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.
Date Created: July 13, 2012