Historically, rubrics are a great way to score a project or problem. But well-designed rubrics can be more than a tool of tabulation. When created before the project or problem is introduced to students, the rubric can help ensure alignment between the entry event and the student-created culminating product. Similarly, rubrics can be tools used by students to identify needs to be met and serve as a recurring checkpoint along the creation process.
Let's get started by using the correct vocabulary for the parts of a rubric:
While there are lots of effective ways to approach rubric design, the NTN rubrics were designed with the following assumptions about use. NTN Rubric Assumptions
1. Pick Indicators to Assess. Start by looking at the Knowledge and Thinking in your subject area (if it applies) and pick 1-2 descriptors/indicators across score levels to target skills for your project you are creating. Do this for all the other Learning Outcomes you are going to target and assess in this project from the Collaboration, Written Communication, Oral Presentation and Agency rubrics.
3. Build your rubric in a template. Locate the appropriate NTN Rubric Template that corresponds to your subject area to begin to build your rubric.
Add more indicators to assess skills you would like to focus on for this project.
4. Need to add standard specific or project specific indicators to your rubric? Find your standards you want students to master for the project and add them to your rubric in the content domain.
- Rubric Principles, Practices and Secondary Examples
- Powering Your PBL Course: Deeper Learning Skills (useful blog post with guidance on analyzing the rubrics)
- If your school IS using the NTN Learning Outcomes: PD Module: New Tech Learning Outcome Rubrics: Use and Design