Rubrics
 
Position Statement

What is a rubric?

A rubric is a set of criteria used to discriminate between different degrees of quality or levels of proficiency as one judges samples of student work. Rubrics are generic, that is, they provide general criteria for evaluating a student's performance in a given area. A single rubric is designed for many related assessment tasks. A holistic rubric is intended to provide an overall impression of the elements of quality and levels of performance evident in a student's work. An analytic rubric measures student work quantitatively using points assigned to various elements desired in a student's response for scoring.

Why do we use rubrics?

Rubrics are used because:

bulletcurrent instructional practices are process-oriented and stress higher order thinking skills, which traditional paper/pencil tests don't measure adequately,
bulletrubrics help bridge instruction and assessment,
bulletrubrics encourage student ownership of the learning process,
bulletrubrics reflect long-standing practice with the added step of articulating specific expectations to students before and after an assignment,
bulletclear expectations promote higher achievement along with the more productive and focused use of time,
bulletstudents feel the freedom to be creative while staying within teacher expectations,
bulletrubrics provide diagnostic information about a student's instructional needs,
bulletrubrics provide motivation for students to strive to increasingly higher levels of performance

How do we use rubrics?

A rubric is a tool or standard by which a teacher judges samples of student work. Criteria are established to help distinguish between exemplary efforts and those that are not acceptable with several gradient levels of accomplishment in between . A rubric becomes a teaching tool when it presents a road map or series of directions for students to follow. Sometimes, teachers and students work together to generate a list of criteria or expectations for students' projects. Application of the rubric to specific examples helps students identify personal strengths and weaknesses.

Analytic rubrics are rarely used alone in connection with newer assessments. Holistic rubrics are used both for assessment and for instruction.

Below, there are prototype rubrics for each of the three areas within the WRSD   Arts Curriculum: Visual Arts, Music, and Performance. These are offered as a model; ideally a rubric is constructed with a specific population and task area in mind.

Grades K-12

Rubric for Visual Arts

The ADVANCED Learner

The PROFICIENT Learner

The CAPABLE Learner

The NOVICE Learner

The student :
bulletApplies the elements and principles of design to the creation and critique of artistic works.
bulletPlans work carefully in order to articulate ideas, emotions, and beliefs.
bulletRelates understanding of artistic concepts to personal experience and knowledge from other disciplines.
bulletApplies critical and creative thinking skills to personal work and the works of others.
bulletShows originality, creativity, or tries unusual combinations.
 The student :
bulletRelates principles and elements of design to artistic works.
bulletUses art to articulate ideas, emotions, and beliefs.
bulletRelates understanding of artistic concepts to personal experience and knowledge from other disciplines.
bulletApplies critical and creative thinking skills to personal work.
bulletBases personal work on someone else's idea or symbols.
bulletDemonstrates care and skill in the use of materials and tools.
 The student :
bulletDemonstrates a basic understanding of the principles and elements of design.
bulletDescribes how art can articulate ideas, emotions, and beliefs.
bulletWith guidance, relates understanding of artistic concepts to prior knowledge.
bulletWith guidance, applies critical and creative thinking skills to personal work.
bulletBases personal work on someone else's idea.
bulletWith guidance, demonstrates care and skill in use of materials and tools.
 The student :
bulletDemonstrates a limited understanding of the principles and elements of design.
bulletWith guidance, identifies ways in which art can articulate ideas, emotions, and beliefs.
bulletWith guidance, relates understanding of artistic concepts to prior knowledge.
bulletWith guidance, applies critical and creative thinking skills to personal work.
bulletPersonal work fulfills assignment - no original thinking is evident.
bulletWith guidance and direction, demonstrates care in the use of materials and tools.

 

Rubric for Music

The ADVANCED Learner

The PROFICIENT Learner

The CAPABLE Learner

The NOVICE Learner

The student :
bulletApplies understanding of musical elements and form to personal performance.
bulletDemonstrates advanced skills in musical composition, improvisation, and arrangement.
bulletApplies critical listening skills to the description and analysis of personal performance.
bulletApplies critical listening skills to the description and analysis of the performances of others.
bulletRelates understanding of music with personal experience and knowledge from other disciplines.
bulletCorrelates music with history and culture.
 The student :
bulletRelates understanding of musical elements and form to personal performance.
bulletDemonstrates skill in musical composition, improvisation, and arrangement.
bulletRelates critical listening skills to the description and analysis of own performance.
bulletRelates critical listening skills to the description and analysis of the performance of others.
bulletRelates understanding of music with personal experience and knowledge from other disciplines.
bulletCorrelates music with history and culture.

 

 The student :
bulletDemonstrates understanding of musical elements and form.
bulletDemonstrates basic skill in musical composition, improvisation, and arrangement.
bulletUses critical listening skills to describe their own performance.
bulletUses critical listening skills to describe the performance of others.
bulletRelates understanding of music to prior knowledge.
bulletDemonstrates an understanding of the relationship among music, history, and culture.
 The student :
bulletDescribes musical elements and form.
bulletWith guidance, demonstrates basic skill in musical composition, improvisation, and arrangement.
bulletWith guidance uses critical listening skills to describe their own performance.
bulletWith guidance, uses critical listening skills to describe the performance of others.
bulletWith guidance, relates an understanding of music to prior knowledge.
bulletWith guidance, describes the relationship among music, history, and culture.

 

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