- To analyze the assignment for learning objectives and expectations (ask: What do you want students to be able to do in order to accomplish the assignment?)
- To communicate the objectives and expectations to students on the rubric
- determine how many criteria (rows going down) will form the basis of assessment
- determine how many levels of achievement will be used (usually 3 or 4)
- describe each level of achievement for each criterion
- To start with the excellent and unacceptable descriptions, including consequences of performing at that level
- be specific with descriptions and avoid general descriptors such as appropriate, relevant, depth, width, etc.
Last updated: Jun 16, 2011
