# data[].attributes.body
Depending on the goal, there will be different options and preferences– but having options designed into the context/environment from the beginning, like a buffet, can make the learning experience more engaging, purposeful, and deliberate for learners.

# data[].attributes.attachment_link.readable_text
Guidelines for creating and using a rubric to communicate expectations.

What is a rubric?

Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

Examples of materials that can be evaluated with a rubric

research reports

answers on essay exams

works of poetry or fiction

musical recitals

theatrical performances

athletic performance

individual and group presentations

poster presentations

participation as a member of a team or group

grant proposals

portfolios

Rubrics can be used in a variety of ways

communicate expectations about "what counts" as high-quality versus lower-quality work

reflection and self-assessment of one's work

assigning grades to student assignments and exams

guidelines to structure the feedback provided by supervisors of field experiences or internships

evaluating grant proposals, portfolios for award of prizes, application portfolios for prospective employees, etc.

assessment of specific student learning outcomes by departments for evaluation of curriculum and teaching strategies

Types of Rubrics

Holistic Rubric
Rubric consists of a set of descriptors that generate a single, global score for the entire work.

Analytic Rubric
Rubric is comprised of a set of focused holistic rubrics for specific components that will be evaluated independently. These components might be reported separately or they might be combined to create a global score that is used for determining a grade.

Components of a rubric

Performance Elements

Describe the major attributes of the work that will contribute to the overall evaluation.

Category Scale

Describe the method used to assign work to global categories or to assign points for the performance element. Points need not be assigned to categories unless you plan to combine the performance elements to compute an overall grade. If performance elements will be used as independent assessments of a specific learning outcome, category names without numerical values will be as useful as point values. If performance elements will be combined to compute an overall grade, elements can be weighted differently (or varying amounts of points assigned to categories) so that different elements can contribute more or less to the overall grade, based on their importance for the assignment.

Descriptors of the criteria used for classifying work or assigning points for an element

Describe the characteristics of the performance or work that must be present for the work to be assigned to a given level of achievement. These descriptions may include the following types of information:

Descriptions of the general characteristics of work assigned to each level of quality.

Specific, concrete examples or telltale signs of what to look for at each level of performance. These examples are useful for providing specific feedback to students without writing marginal notes. Examples may include characteristics that contribute to a higher rating (e.g., assertions are always supported with empirical evidence or a cited work) or common errors that lead to a lower rating (e.g., frequent errors in spelling or grammar).

Steps for constructing a rubric

1. Determine the elements or criteria that will be used to evaluate the work.

2. Identify the difference between good work and weaker work.

3. Describe the procedures used for making judgments (or assigning scores). Write clear descriptions of the types of work that will be assigned to each category or level of achievement. These descriptions will help users apply the rubric consistently over time, increasing the reliability and perceived fairness of the evaluation process.

Examples of scales describing levels of quality:

Below Expectations

Meets Expectations

Exceeds Expectations

Missing or Serious
Problems

Below Expectations

Meet Expectations

Excellent Work

Scale for evaluating behavioral elements in a rubric (in class, in group activities, as team members, during a presentation, etc.)

How do I develop the descriptors for the categories?

One strategy is to begin by describing the characteristics of the "ideal" and the "worst case." Intermediate examples can then be described by identifying the most common errors that make an example fall short of "ideal" or the redeeming qualities that make an example better than the "worst case."

Another strategy is to use samples of existing work. Sort the examples into three piles corresponding to three levels of quality - the "best" work, the "worst" work, and "intermediate" work. What are the common characteristics of the examples in the "best" pile? These are the descriptors for the top category. What are the typical problems seen in the "worst" work? These are descriptors that should be included for the lowest category.

Don't reinvent the wheel! Look at the descriptors used in an existing rubric and revise these to adapt them for your assignment. See the Examples of Rubrics page for links to a variety of rubrics.

Rubrics are fluid. Expect that after you develop your first rubric, you will think of ways to modify it the first time you use it to evaluate student work.

Use the rubric to give students feedback about their work

If you make notes on a copy of the rubric during grading, you can easily provide detailed feedback to your students by circling or highlighting components of the rubric that describe relevant qualities of the student's work that determined your decision to assign one category of quality instead of another. This strategy can save graders time. You are no longer writing the same marginal notation on paper after paper.

This is one reason why you might want to refine and edit the rubric. You may discover characteristics or errors that appear in student work that you didn't think about when the first rubric was developed. These can be added in the next version of the rubric.

Why use a rubric? How will using a rubric help me as a teacher?

1. Rubrics create a focus on instruction and learning.

2. Rubrics improve the clarity of the feedback provided to students - students get a clear description of their strengths and weaknesses.

3. Rubrics characterize the desired results/products of student work objectively - they give students clear instruction about the instructor's expectations for an assignment.

4. Rubrics are operational definitions for the standards used to evaluate performance - enables multiple graders to evaluate student work consistently and reliably.

5. Students can use a rubric to assess their own work - they can have a better idea about whether they are meeting expectations before they submit their work for formal evaluation; thus, rubrics develop competence in self-evaluation.

6. Rubrics engage students in the learning process - when students can describe exactly what is expected of them, they may be more strongly motivated to work to meet these expectations.

Template for creating a rubric

The below link is to a Word file that contains a template for a rubric including instructions for how to use and modify the template to meet individual grading needs. Instructors can download this file and modify it as needed to construct their own rubric: Rubric Template (doc).

How good is your rubric?

Want to evaluate the quality of your rubric (or one you are thinking about adopting)?

Bonnie Mullinix created A Rubric for Rubrics‌ to evaluate rubrics for Monmouth University.

Additional Information about rubrics
Additional websites with information about developing rubrics can be found on the "Web Sites on Rubric Development" web page. Updated: 03/31/15 ecr

# data[].attributes.attachment_link.description
Guidelines for creating and using a rubric to communicate expectations. Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

# data[].attributes.headline
Our 3 essential ingredients are what we consider when lesson and unit planning.

# data[].attributes.subject
Our 3 essential ingredients are what we consider when lesson and unit planning.

# data[].attributes.body
1. Do I have a clear goal?
2. Am I planning for my students' variability?
3. Are there any contextual barriers?  How can I change the context, and not my students?

Use the UDL Guidelines to assist you answering the three questions.

# data[].attributes.body
1. Goal- To get to Rome
2. Variability- Different ways to get there (mountain climbing, swimming, skateboarding, roller skates, bicycling)
3. Context- Change the paths, not the travelers.  For example, a roller skater would not choose the path of a cobblestone road.  Change the context, not the student.

# data[].attributes.headline
Why did you choose to attend the UDL Overview?

# data[].attributes.subject
Why did you choose to attend the UDL Overview?

# data[].attributes.attachment_link.readable_text
Even the smallest things, like the living cell, become big enough to grasp in Rob Olazagasti's middle school science class, where he enables students to learn by creating, remember by experiencing, and show what they know by teaching.

# data[].attributes.attachment_link.description
Even the smallest things, like the living cell, become big enough to grasp in Rob Olazagasti's middle school science class, where he enables students to learn by creating, remember by experiencing, and show what they know by teaching.

# data[].attributes.attachment_link.title
Masterful Teacher: Jonathan Winn Makes Calculus Cool | Edutopia

# data[].attributes.attachment_link.description
Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

# data[].attributes.headline
Elementary Speaking and Listening- UDL in Action 

# data[].attributes.subject
Elementary Speaking and Listening- UDL in Action 

# data[].attributes.attachment_link.readable_text
ELA.SL.5.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards K-5

5: 5th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How does this strategy enrich discussion?

2. What is the difference between the Post-it strategy and traditional note-taking?

3. How could you use this strategy to encourage reluctant students to participate?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Post-its: Little Notes for Big Discussions

# data[].attributes.attachment_link.description
Fifth grade teacher Stacy Brewer has her students use Post-its to take notes on a text in preparation for class discussion. Stacy explains how this strategy helps students remember what stood out to them when reading. After taking notes with Post-its, students come together to discuss the text.

# data[].attributes.attachment_link.title
UDL math 2nd grade lesson - PS 110M - NY

# data[].attributes.attachment_link.description
In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

# data[].attributes.attachment_link.authors[].name
National Center on Universal Design for Learning

# data[].attributes.attachment_link.description
Center Director David Rose walks us through the UDL Guidelines, a detailed framework of principles, guidelines, and checkpoints for creating curriculum that supports all learners. The UDL Guidelines were developed over the past decade with federal and private support.

# data[].attributes.attachment_link.title
The Myth of Average:  Todd Rose at TEDxSonomaCounty

# data[].attributes.headline
Katie Novak- Sharing Common Core Language

# data[].attributes.subject
Katie Novak- Sharing Common Core Language

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How does talking explicitly about the Common Core affect students?

2. What could you do to adapt Ms. Novak's strategies for your grade level?

3. How could sharing the Common Core with your students enhance your own understanding of the standards?

School Details

Col Moses Parker School
75 Graniteville Road
Chelmsford MA 01824

Data Provided By:

Teachers

Pre-K Kindergarten 1 2 3 4 5 6 7 8 9 10 11 12 / Administrator

# data[].attributes.attachment_link.title
Sharing Common Core Language with Students

# data[].attributes.attachment_link.description
Eighth grade ELA teacher Katie Novak uses the Common Core State Standards to communicate her expectations to students. Katie gives each student a copy of the CCSS and refers back to them as she teaches. Katie explicitly uses the language of the Common Core with her students, sharing the importance of teaching students the "how", "what," and "why" of her expectations.

# data[].attributes.attachment_link.description
Access Google Sites with a personal Google account or Google Workspace account (for business use).

# data[].attributes.attachment_link.title
Literacy Trekker Dancing with the Indians

# data[].attributes.headline
Literacy Trekker- Text and Graphic Features

# data[].attributes.subject
Literacy Trekker- Text and Graphic Features

# data[].attributes.body
Donna H

# data[].attributes.body
ZES 1st Grade

# data[].attributes.headline
Literacy Trekker: Where the Wild Things Are

# data[].attributes.subject
Literacy Trekker: Where the Wild Things Are

# data[].attributes.body
Kelly Bretz & Mindy Bridgewater

# data[].attributes.headline
Scaffolded Reading Homework- Literacy Trekker sample

# data[].attributes.subject
Scaffolded Reading Homework- Literacy Trekker sample

# data[].attributes.attachment_link.title
Literacy Trekker- Scaffolded Reading homework

# data[].attributes.body
Kelly Bretz

# data[].attributes.attachment_link.title
Choice Assessment example- Fable Compare and Contrast

# data[].attributes.headline
Choice Assessment Dex The Heart of a hero

# data[].attributes.subject
Choice Assessment Dex The Heart of a hero

# data[].attributes.body
Maria Anglada, Hisecira Cruz

# data[].attributes.attachment_link.title
Choice Assessment example- Analyze Imperialism

# data[].attributes.body
Donna H

# data[].attributes.attachment_link.title
Choice Assessment example- Colonial Settlement impacting Native Americans

# data[].attributes.body
Donna H

# data[].attributes.body
Mindy Bridgewater

# data[].attributes.body
Impact of Colonization sample

# data[].attributes.attachment_link.title
Choice Assessment example- Colonial Settlement impacting Native Americans

# data[].attributes.body
Link to Sway

# data[].attributes.body
1. Goals-state clearly, distinguish between content or method standard
2. Variability- offer multiple means of representation, engagement, expression. Allow students options.
3. Context- change the representation, not the learner
-Curriculum won't change, change the method. Monitor and scaffold to help students achieve results.

# data[].attributes.body
https://sway.com/C8er9uNOXB8YjETX

# data[].attributes.body
The bottom green is the parts of the context all of the green leads to the green star which is the goal. Some kids go straight

# data[].attributes.body
Goals – Clear and concise, Variability – A rule, not an exception, use guidelines, Context – Change it, not the student

# data[].attributes.body
The context and the variability fit inside the goal to allow all students to be successful in their environment.

# data[].attributes.body
Universal Design for Learning has three components: goals, variability, and context.
>Goals focus on determining what the students need to learn based on standards (method or content).
>Variability supports all three of the UDL guidelines: engagement (the why), representation (the what), action & expression (the how). Variability should be intentional and purposeful.
>Context is the environment of the classroom, curriculum assessment and material/methods. It has a proactive design with guidelines, supports and scaffolding, as needed (removed as student experiences success).

# data[].attributes.attachment_link.title
Participants compared Version 2 to Version 3 of the UDL Guidelines

# data[].attributes.body
1. MAFS4.MD 1.1
2. Content
3. Show relative sizes of measurements within a unit km, m, cm (break apert standard to smaller chunks)
4. Yes
5. No
6. Create a number sentence, chart, draw pictures

# data[].attributes.attachment_link.title
Clear goal%2C flexible means activity edition 2 (1)

# data[].attributes.headline
Identify a standard. LAFS.3.RF.4.AP.4bIdentify grade-level words with accuracy.If you need a standard, go to the envelope labeled CPALMS Florida Standards and pick one you would like to work on.  You can also go to CPALMS.org to look up a specific grade level and content area.   2. Determine if the standard is a content or method standard. ContentIf you need help determining if your standard is a content or method standard, use page 101 in UDL Now.  3. Clarify the language of the goal. State or write grade-level words.Ask yourself, “Is this accessible for my students, a parent, an English Language Learner?”4. Is the means included?  	Yes or no? 5. Does it have to be?  	Yes or no?6.  Consider where there can be flexible means included to achieve the goal.  If you selected a content standard and need some ideas for choice assignments, use pages 115- 124 (20 Fabulous Ideas for Choice Assignments).  Design, write, poster, power points, game

# data[].attributes.subject
Identify a standard. LAFS.3.RF.4.AP.4bIdentify grade-level words with accuracy.If you need a standard, go to the envelope labeled CPALMS Florida Standards and pick one you would like to work on.  You can also go to CPALMS.org to look up a specific grade level and content area.   2. Determine if the standard is a content or method standard. ContentIf you need help determining if your standard is a content or method standard, use page 101 in UDL Now.  3. Clarify the language of the goal. State or write grade-level words.Ask yourself, “Is this accessible for my students, a parent, an English Language Learner?”4. Is the means included?  	Yes or no? 5. Does it have to be?  	Yes or no?6.  Consider where there can be flexible means included to achieve the goal.  If you selected a content standard and need some ideas for choice assignments, use pages 115- 124 (20 Fabulous Ideas for Choice Assignments).  Design, write, poster, power points, game

# data[].attributes.body
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tape

# data[].attributes.body
2. Content
3. Analyze or break down the causes and effects of imperialism
4. No
5. No, but it is better for them to show what they know it give them options for expressing it.
6. Talk show, PowerPoint, game, create a cube, bullet points of items, essay

# data[].attributes.headline
LAFS.K12.W.3.91. Identify a standard. Draw evidence from literary or informational texts to support analysis, reflection, and research.2. Determine if the standard is a content or method standard. Content3. Clarify the language of the goal. Ask yourself, “Is this accessible for my students, a parent, an English Language Learner?”No. 4. Is the means included?  	Yes or no? 	No. Find supporting information…5. Does it have to be?  	Yes or no?	No.6.  Consider where there can be flexible means included to achieve the goal.  	Yes. Student could…a.	Draw a comic strip with characters speaking dialogue of evidence in context.b.	Act out the supporting evidence in the context of the story/situation.c.	Identify specific evidence and summarize in a paragraph.7.  Be prepared to share your goal.  

# data[].attributes.subject
LAFS.K12.W.3.91. Identify a standard. Draw evidence from literary or informational texts to support analysis, reflection, and research.2. Determine if the standard is a content or method standard. Content3. Clarify the language of the goal. Ask yourself, “Is this accessible for my students, a parent, an English Language Learner?”No. 4. Is the means included?  	Yes or no? 	No. Find supporting information…5. Does it have to be?  	Yes or no?	No.6.  Consider where there can be flexible means included to achieve the goal.  	Yes. Student could…a.	Draw a comic strip with characters speaking dialogue of evidence in context.b.	Act out the supporting evidence in the context of the story/situation.c.	Identify specific evidence and summarize in a paragraph.7.  Be prepared to share your goal.  

# data[].attributes.headline
1. LAFS.K.RL.3.7 Describe the relationship between illustrations and stories.

# data[].attributes.subject
1. LAFS.K.RL.3.7 Describe the relationship between illustrations and stories.

# data[].attributes.body
Kid friendly Tell me why the pictures/illustrations are important to the story.

2. Content Standard

3. no

4. Yes

5.Yes ? :/

6.Match the illustrations to the story, Tell me why the illustrations are important for this story, draw an illustration to go with the story.

# data[].attributes.body
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

2. Method standard

3. No

4. Partition-divide, break up, equal parts, same size

5. No

6. Draw it, cut it, putting a puzzle together/taking apart

# data[].attributes.attachment_link.title
Clear goal, flexible means activity edition 2