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D. Schroeder Rubric Rubric

Note:  4 represents highly effective, 1 minimally to barely adequate

Selecting appropriate objective for the learning task

4 Clearly stated and meaningful objective written in terms of student performance. Skill levels assessed are beyond recall or simple fact-finding level.

3 Clearly stated objective written in terms of student performance. Objective may be of only moderate importance or meaning fullness in terms of student learning.

2 Objective written in terms of student performance but not important or meaningful to student learning (low level skills only).

1 Written in terms of teacher, not student activity.

Writing rubrics appropriate to the learning objective

4 Demonstrates mastery over the process of creating or selecting and modifying evaluation rubrics for an objective. Creates rubrics are appropriate to the learning task, providing for several levels of performance and assessing the skills necessary for the task. 

3 Carries out the process of selecting and modifying evaluation rubrics for an objective with either some problems in the match of rubric with the type of task, levels of performance, or with the match with necessary skills. One aspect unclear. 

2 Makes significant errors when selecting and modifying evaluation rubrics for an objective but can complete a rough approximation of the process. Difficulties in more than one area: match with type of task, levels of performance, or match with necessary skills. 

1 Makes many critical errors when selecting and modifying evaluation rubrics for an objective. Major problems with match with type of task, levels of performance, and match with necessary skills.

Creating clear, well-written rubrics

4 Demonstrates mastery over the process of writing clear evaluation rubrics for an objective. Creates rubrics that would provide clear directions for students. Clearly specifies what students are expected to do. Effectively communicates criteria for each rubric and provides valuable detail on each.

3 Carries out the process of writing clear evaluation rubrics for an objective with minimal problems in the clarity of directions and criteria specified. May be somewhat vague on required student performance in directions but communicates criteria for each rubric with sufficient support and detail.

2 Makes significant errors when writing clear evaluation rubrics for an objective but can complete a rough approximation of the process. Directions are somewhat confusing and criteria not clearly specified. Communicates important information but not the overall structure of the rubrics and their criteria.

1 Makes many critical errors when writing clear evaluation rubrics for an objective. Major problems with clarity of directions and criteria. Communicates information as isolated pieces in a random fashion.

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