Output Education

• These are an evaluation tool or set of guidelines used to promote the consistent application of learning expectations, learning objectives, or learning standards in the classroom, or to gauge their achievement against a consistent set of criteria.
• These are also used as scoring guide to determine grades or the degree to which learning standards have been presented or attained by students.
• These may be given and explained to students before they start an assignment to ensure that learning expectations have been clearly communicated to and understood by students, and, by extension, parents or other adults involved in supporting a student’s education.
  

  In education, these clearly defines academic prospects for students and helps to make sure uniformity in the evaluation of academic work from student to student, assignment to assignment, or course to course.

Forms of Rubrics:

1. The educational purpose of an assignment, the justification behind it, or how it relates to larger concepts or themes in a course.
2. The precise criteria or learning goals that students must show proficiency in to successfully complete an assignment or meet expected standards. An oral-presentation rubric, for example, will establish the criteria—e.g., speak clearly, make eye contact, or include a description of the main characters, setting, and plot—on which students will be graded.
3. The detailed quality standards the teacher will utilize when evaluating, scoring, or grading an assignment. For example, if the teacher is grading an assignment on a scale of 1 to 4, the rubric may detail what students need to do or demonstrate to earn a 1, 2, 3, or 4. Other rubrics will use descriptive language—does not meet,partially meets, meets, or exceeds the standard, for example—instead of a numerical score.

Purposes:

1. To help students see relationships between learning (what will be taught) and assessment(what will be evaluated) by making the feedback they receive from teachers clearer, more detailed, and more useful in terms of identifying and communicating what students have learned or what they may still need to learn.
2. Teachers may use rubrics midway through an assignment to assist students assess what they still need to do or present before submitting a final product.
3. To inspire students to reflect on their own learning progress and help teachers to tailor instruction, academic support, or future assignments to address distinct learning needs or learning gaps. In some cases, students are involved in the co-creation of rubrics for a class project or for the purposes of evaluating their own work or that of their peers.
4. Utilized by school leaders and teachers to maintain consistency and objectivity when teaching or assessing learning across grade levels, courses, or assignments since rubrics are used to create a consistent set of learning expectations that all students need to demonstrate.

While some schools provide individual teachers the discretion to create and use their own rubrics, other schools utilize “common rubrics” or “common assessments” to encourage greater consistency in the application and evaluation of learning throughout a school. In most cases, common rubrics are collaboratively developed by a school faculty, academic department, or team. Some schools have common rubrics for academic subjects, while in other schools the rubrics are utilized across all the academic disciplines.

Common rubrics and assessments can also help schools, departments, and teaching teams refine their lessons and instructional practices to target specific learning areas in which their students tend to struggle.

Rubrics are often locally designed by a district or school, but they may be given by outside organizations as part of a specific program or improvement model.