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Teachers and district administrators can create advanced rubrics, with descriptions per achievement level. In addition, they have the option of adding default weighting or points for the parts of the rubric that are used to total an overall assignment score. Teachers can create their own rubrics, partner with other teachers to share rubrics, or use those created by the district.
Rubrics are an optional feature designed to make creating an assignment easier. They are also used to communicate to students what they need to do to achieve proficiency, as well as providing examples/exemplars if attached. They also ensure consistency across teachers who are using the same rubric, so that students are assessed in a consistent fashion.
- From the Dashboard, select Grading > Rubrics.
- Choose My Rubrics, Other teachers' rubrics, or District Rubrics.
- Select Filter, then Search and choose from filters as needed.
Note: Select Add next to the Search field to add additional filters.
- Choose a rubric.
Planning the Contents of Rubrics
Before creating a rubric, plan what your rubric needs to contains and how it will be used. Identify the standards, criteria, and values for each level of the rubric to make the process of building the rubric more efficient.
You may choose to follow an example you have used in the past, one that your district or grade-level team developed, one developed by your state department of education, or one that a colleague has shared.
For example, you can copy some of the following sample standards and criteria for a 9th-grade Writing course as you create a new rubric in Unified Classroom.
Values: EMAB scale, with E = Exceeds, M = Meets, A = Approaches, B = Below
Focus: 9-10.W.02a – Introduce a topic and organize complex ideas, concepts, and information.
* E. Introduces topic in a sophisticated thesis statement
* M. Introduces topic in a clear thesis statement
* A. Introduces superficial topic in a weak thesis statement
* B. Fails to introduce a relevant topic or lacks a thesis statement
Language: 9-10.W.02c – Use varied transitions and sentence structures.
* E. Uses purposeful and varied sentence structure
* M. Uses correct and varied sentence structure
* A. Uses limited or repetitive sentence structure
* B. Uses sentence fragments and/or run-ons
Organization: 9-10.W.04 – Produce clear and coherent writing.
* E. Purposefully and logically uses a variety of techniques to organize information
* M. Uses a variety of techniques to organize ideas and concepts
* A. Uses few techniques to organize ideas
* B. Includes little or no discernible organization of ideas
Development: 9-10.W.09 – Draw evidence from texts to support analysis, reflection, and research.
* E. Skillfully develops the topic using well-chosen facts, definitions, concrete details, quotes, and other examples that are pertinent and substantial
* M. Provides sufficient and relevant evidence to develop the topic
* A. Provides minimal or irrelevant evidence to develop the topic
* B. Provides inaccurate, little, or no evidence to support topic
For some projects, you may wish to evaluate behavioral criteria. For example, a rubric containing the following criteria would be suitable for evaluating an individual's effort on a group project.
* E. A leader who contributed ideas and effort
* M. Did what was required
* A. Inconsistent effort
* B. Did not participate
Focus on Task:
* E. Very self-directed
* M. Dependably on task
* A. Needs to be reminded to stay on task
* B. Rarely on task; lets others do the work
Working with Others:
* E. Almost always shares with and supports the efforts of others; tries to keep people working productively together
* M. Usually listens to and shares ideas with others; can be counted on as a strong team member
* A. Often listens to and shares ideas with others, and is sometimes a good team member
* B. Rarely listens to or shares ideas with others; not a good team player
* E. Successfully manages time and completes all assigned tasks
* M. Consistent in managing time and completing tasks
* A. Inconsistent in managing time or completing tasks
* B. Fails to manage time or complete tasks
- Navigate to Grading > Rubrics, then select Create.
- Enter a Name and Description.
- Select a Default Score Calculation Method.
Note: If you choose to use points, choose between converting the grade scale or using numbers.
- Select Criteria + to add criteria to the rubric. Standards, Other Criteria, or a combination of both can be selected to measure student success
- Choose from the list of Standards .
- Choose Other Criteria, then select from the drop-down to view and choose from the lists of My Criteria, Other Teachers' Criteria, or District Criteria.
- You can also create and add new criteria.
- Select Other Criteria, then click Criteria +.
- Enter the criteria Name and Descriptions.
- Select Edit to select a Grade Scale.
- Choose from the Grade Scale options, then select Submit.
Note: The mapped Grade Scale, Description of each grade, and Color Levels that appear are determined in the SIS at the district level.
- Select Save Criteria.
- A grid displays the selected criteria. Select a row to enter Descriptions of student work for each level of success, then select OK.
Note: Teachers can attach links to examples of student work at each level, as well as links to other resources using the rich text editor.
The descriptions you enter when creating a rubric appear when you hover over its associated value while scoring assignments assigned that rubric.
- Modify the Default Weight and Default Points for each level, if necessary.
- select Save. These defaults are saved and appear when the rubric is used again.
Adding Rubrics to an Assignment
Select Edit to add rubrics, standards, or other criteria.
Choose from the drop-down menu to filter rubrics by My Rubrics, Other Teachers' Rubrics, or District Rubrics.
Or, if you wish to add Other Criteria, select Other Criteria, then select from the drop-down menu to sort criteria by My Criteria, Other Teachers' Criteria, or District Criteria.
The selected rubric can be customized for the assignment. Select the arrow beside the rubric to view the scoring criteria. Choose the criteria you wish to have omitted when scoring the assignment, then select OK.
Students' View of a Rubric
Rubrics are used to communicate to students what they need to do to achieve proficiency. Students can review a rubric prior to completing or uploading the assignment to familiarize themselves with the criteria necessary to receive a proficient score. Students can view the rubric once again when viewing their score.