Guidelines for Assessment Writing

Item Writing
Rubric Design

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Guidelines for Assessment Writing

We use items on tests to help s arrive at valid inferences about a students status with respect to the
curricular aim thats supposed to be represented by a test. All items should be judged chiefly on whether
they contribute to an accurate performance-based inference about a students status.
James Popham, 2006

Two Classifications of Assessment Items

Selected Response: Items requiring students to choose their answer from two or more options (multiple
choice, binary choice, matching, etc.).
Constructed Response: Items requiring students to generate their own responses (oral, written, or manualproduction).

General Obstacles to Good Item Writing

Five General Impediments:
1. Unclear directions directions should be tried out in advance to make certain that they accurately
communicate the teachers intent.
2. Ambiguous statements the most common cause of ambiguous statements is the faulty reference
of the relative pronoun.
3. Unintended clues when a teacher inadvertently provides clues that permit students to come up
with correct answers to items they couldnt answer correctly without those unintended clues.
4. Complicated syntax use of introductory clauses, appositive clauses, and gratuitously tossed-in
clauses can make the task of the test-taker unbelievably difficult.
5. Difficult vocabulary use of polysyllabic terminology in test items does not impact all students
equally; students from highly verbal families will not stumble over atypical terminology as much as
students from less verbal environments.

Formatting Best Practices:

1. All parts of a test question must be presented on a single page.
2. The test is visually easy to read. The graphics, charts, and pictures support test content
appropriately.
3. There is consistency in the presentation of item types.
4. If applicable, the point value of each item or task is stated.
5. The number of items on the test is appropriate for the level of the students.
6. The testing period is the appropriate length for the level of the students.

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Multiple-Choice Items
The multiple-choice item is composed of a stem and alternatives, which include foils or distractors, and a
keyed response.
Which one of the following makes its own food?
A.
B.
C.
D.

Black Cat
Fish
Grasshopper
Green Plant

STEM
FOILS OR DISTRACTORS
KEYED RESPONSE

The stem serves two primary functions: presenting the problem and setting an appropriate frame-of-reference.
Presenting the central problem in the stem as a question usually results in a better item. Stems asking for the
only alternative that does not correctly answer the central question are more difficult to answer, are more
ambiguous, and discriminate less well between good and poor students. Unless needed to efficiently assess a
desired behavior, it should not be used.
Alternatives serve to refine and delimit the frame-of-reference established by the stem so that one and only one
alternative will appeal to the well-informed individual. The alternatives provide closure to the item. Each
alternative must be grammatically consistent with and appropriate to the stem. Linguistically, the alternative
should be equally attractive. Keep the alternatives short. Try to incorporate in the stem those words that are
repeated in each alternative. Alternatives should be of about the same length and complexity. Avoid overlapping
alternatives. Arrange the alternatives for clarity and ease of reading. If there is a numerical or logical order among
the alternatives, they should be so ordered.
The keyed response must be a better answer to the question than any other alternative. There is a tendency for
the correct response to be longer than the foils. If the keyed response is frequently located in a particular choice
position, this can serve as a clue to the correct answer. After selecting the items for a test, count the number of
times each response position is used.
The primary purpose of foils, or distractors, is to offer the student who lacks requisite knowledge
plausible choices that may be chosen instead of the keyed response. The foils should not appeal to those
who actually know the answer to the question. When developing foils, keep in mind that the distractors
must be grammatically consistent with the stem. A foil should not trick the student; it should provide a
plausible choice if the answer is not known. The greater the similarity among all alternatives, the more
difficult the item, all other things being equal.
There are two types of multiple-choice items: closed-stem and open-stem. Closed stem items pose a
question and end with a question mark. The item should clearly spell out what is being asked. Items that
use figures, diagrams, tables, etc., must have a closed stem. Open stem items have an incomplete
sentence that needs to be completed by one of the options. The incomplete sentence must be direct and
focused with all options written to be grammatically compatible with the stem.

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Dos and Donts of Multiple-Choice Item Construction

Dos

Donts

Language should be simple, direct, and free from Give grammatical clues tense conflicts, misuse of
ambiguity; the item should not unnecessarily test articles, and singular-plural conflicts.
reading ability or vocabulary.
Establish a clear frame-of-reference in the stem.

Give clues in the stem that link to the correct

response.

Structure the item around one central idea that is Have correct answer stems with best answer
clearly presented in the stem.
alternatives.
Use a logical ordering of alternatives (alphabetical, Give away the correct answer or the answer to
numerical)
another question in the same test.
Use items stated in the positive. (For example, Avoid items stated in the negative. (For example,
Which of the following is)
Which of the following is NOT) Or use sparingly
The item must have a single best answer among Never use negatives in both the stem and the
the options!
answer choices.
Use common misconceptions and errors as Use items that ask students for their opinions.
possible answer choices.
Use answer choices that are parallel in length, Use answer choices that are a mix of long and short
grammar, semantics, and syntax.
responses.
Answer choices are presented in a logical order Provide superfluous information in the item.
(e.g., alphabetical, numerical, sensible).
Use plausible, but incorrect, answer choices.

Include poor distractors in the answer choices just to

have 4 or 5.

Use similar data or ideas in the alternatives.

Use unnecessary technical terminology.

Use questions that assess the specific standards to Include trivial or artificially tricky items.
be measured.
The stem should include words or phrases that
otherwise would have to be repeated in each
answer,
Use an incomplete statement only if you capture
the essence of the problem in the stem.

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Matching Items
Matching items occur in clusters. A cluster of matching items must contain an introductory statement, a set
of related premises, and a list of alternatives to be shared by all the premises in the cluster
For each civil liberties issue in Column I, select the letter from Column INTRODUCTORY STATEMENT
II that helped clarify it. Print the letter for your choice on the line
preceding the question number. A letter will not be used more than
once.
Column I
__1. Exclusionary rule
__2. Flag-burning as symbolic speech
__3. Freedom from self-incrimination
__4. Right to an attorney
__5. Right to privacy

Column II
A. Gideon v. Wainwright
B. Griswold v. Connecticut
C. Hazelwood V. Kuhlmeier
D. Mapp v. Ohio
E. Marbury v. Madison
F. Miranda v. Arizona
G. Texas v. Johnson
H. Tinker v. Des Moines

PREMISES

ALTERNATIVES OR
RESPONSES

The introductory statement must set a general frame-of-reference for responding to the items of the
cluster and clearly indicate to the student how to proceed in selecting responses.
The premise is similar to the stem of the multiple-choice item. The number of premises in a cluster should
rarely exceed six or seven. It is difficult to find even this many homogeneous ideas that are worthy of
measuring, and even more difficult to avoid sampling bias. At the lower end, four premises are minimal.
Even with as many as three premises, the standard multiple-choice format is likely to be more efficient.
The list of alternatives, or responses, to the problems presented in the premises are placed in Column II
or the right-hand column. It is important to communicate to students whether or not an alternative can be
the correct answer for two or more premises. If an alternative cannot be a correct response for two or more
items, then the number of alternatives must be greater than the number of premises. If the directions
indicate that an alternative may be correctly used more than one time, then alternatives must occasionally
be used two or more times to make this direction plausible.
The reason that we do not use the same number of premises and alternatives, with each alternative serving
as a correct answer, is to make it more difficult for a student to use a process of elimination to arrive at a
correct answer. The number of alternatives should be somewhat limited since students must read the list of
alternatives each time they answer a premise.

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Dos and Donts of Matching Item Construction

Dos

Donts

Provide clear directions. Inform the students if an Use unnecessary, technical terminology.
item may be used more than once.
Use a brief (maximum length is 10) list of items to Have more than 10 possible matches.
be matched; shorter is better.
Offer more response options than items needing Have clues that link premises with the responses.
to be matched.
Use correct grammar.

Have errors of grammar in premises or alternatives.

Establish a frame-of-reference for answering the Provide superfluous information.

item in the premise.
Adhere to a logical ordering of alternatives if one Have a pattern between the order of appearance of
exists.
premises and responses.
Use a list that consists of homogeneous items.

Mix dates, with events, with names, etc. in a single

matching set of items.

Use for who, what, when, or where knowledge Expect to measure higher-order mental processes.
items.

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Binary Choice Items

The binary choice item consists of a statement and prescribed method of registering agreement or
disagreement with the statement, with True or False being the most common. Right and Wrong,
Agree and Disagree, Fact and Opinoin, and Yes and No are sometimes used. A true-false
statement should possess one and only one central theme. If part of the item is true and part of it is false, it
is difficult to know how to respond.
Good true-false statements are free of ambiguity. Unlike a multiple-choice item, it does not possess any
structuring outside of the problem statement. The statement must be concise, unambiguous, grammatically
correct, and explicit. Negative statements should be avoided. Using a negative within a true-false item
muddles the intent of the question and students often miss the negative connotation.
An ambiguous statement must be avoided in test item writing. Students may, as a consequence of that
ambiguity, come up with an incorrect response even when, in reality, they know the correct answer. In
particular, faulty references with relative pronouns can lead to ambiguity in an item. A teacher will often fail
to recognize such problems because, to the teacher, the pronouns referent is obvious. Consider the
following example:
There is substantial research evidence that many teachers become hostile toward certain students
because of their low self-concepts.
Suppose you were a student who had to provide a true or false response to this question. Your dilemma
would stem from the fact that their can refer to the teachers low self-concepts or the students low selfconcepts. Given the present form of the item, theres no way to tell whose low self-concepts are referred to
by because. Good item-writers will remove any possibility of ambiguity from their items.
Words such as some, few, and many should not be used because these qualifying terms generally
introduce true statements, and nearly always result in a statement that may be either true or false,
depending on how one interprets the qualifying word. The student is forced to guess how many some (or
few) is for the person who prepares the scoring key.
An assessment should contain approximately the same number of true and false statements. Be careful not
to establish a pattern on the assessment in the distribution of true and false items. One way to avoid
patterning the responses is to randomly order the statements within each content area of the assessment.

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Dos and Donts of Binary Choice Item Construction

Dos

Donts

Write items that are entirely true or false as Use items that are partially true and partially false.
presented.
Write concise, unambiguous, and grammatically Use unnecessary words and phrases.
correct statements.
Use one main idea or concept in the item.

Have more than one theme in the item.

Write statements positively.

Use negative statements.

Conceptualize items in pairs, not singly.

Use an item for which you cant produce an

opposite version.

Use items that are germane to the area being Have irrelevant clues.
tested.
Have about the same number of true and false Have a pattern in the order of the responses.
statements.
Include enough items to adequately sample the Use qualifying terms: all, none, some, few, or
standard being assessed.
many.
Avoid vague words and absolutes.

Use vague terms: seldom, frequently, generally,

rarely, sometimes, usually.

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Constructed Response Items

Constructed response assessments are those that call for the student to produce something instead of
merely choosing between two or more alternatives. IF you must choose between selected and constructed
response items for assessment, that choice will usually revolve around the types of outcomes measured,
the ease of item preparation, and the ease of item scoring. In general, constructed response items will
permit assessment-based inferences about students status with respect to high-level cognitive outcomes
than would usually be possible with selected-response items. Even though this is true in general, it is still
possible to devise selected-response items that can elicit high-level cognition from students.
There are different types of constructed response items:
Short answer (Fill-in-the-blank)
Extended Written Response
Performance
Short answer items request a student to supply a word or phrase in response either to a direct question or
in order to complete an incomplete statement. A short-answer item can be contrasted with the essay item
because of the brevity of the response that the short-answer item solicits.
Short-answer items are particularly suitable for measuring relatively simple types of learning outcomes,
such as a students knowledge of factual information. A key advantage of short-answer items is that they
require the student to create an answer rather than merely to recognize it. The kind of partial knowledge
that might enable a student to choose a correct answer to a selected-response item will often be insufficient
for responding correctly to a short-answer item.

Fill-in-the-Blank or Short Answer Items

Dos and Donts of Item Construction
Dos
Express a complete thought.

Donts
Dont let line length give away answer.

Consider using a list of words from which students Dont use passages or statements right from the
can choose. Best to have more word choices than textbook.
items.
Come to the point; ask one question, get one Dont place blank at the beginning of the
answer.
statement.
Provide adequate space for the answer.
Use simple, but precise, language.
Be sure there is only one correct answer for each
blank.
Be specific about expected level of detail:
Give two (not some) examples
Calculate (not What is) the pressure
Describe three (not What are several)
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Extended Written Response

Extended written response works well for assessing chunks of knowledge that interrelate, rather than
individual pieces of knowledge assessed separately. Extended written response also works well for
assessing reasoning. We cant open students heads to look at their reasoning directly but we can ask them
to write down their thinking or rationale for a response. Extended-response items generally call for more
sophisticated responses on the part of the student.
An extended written response has two parts. First, there is the task, which is called the exercise. This is
what we ask students to do its the assignment. Second, there is some form of criteria, how you will score
the response. This is the rule by which you provide points to the response.
Sound extended written response exercises do three things: (1) set a clear and specific context; (2) specify
the kind of reasoning to be brought to bear; and (3) point the way to an appropriate response without giving
away the answer. Poorly framed extended written response exercises can be a nightmare for students to
answer and for teachers to score.

Dos and Donts of Written Response Item Construction

Dos

Donts

Provide clear directions so students know the

knowledge they should include in the response
(point the direction to an appropriate response
without giving away the answer).

Use if writing proficiency is not adequate to show

what a student knows.

Inform students of time limit in advance, if

applicable.

Allow grammar, spelling and mechanics to

outweigh evidence of knowledge/understanding.

Establish and communicate scoring criteria clearly

to students in advance.

Use an ill-defined question.

Provide scoring system (number of points for a

complete answer) to students.
Provide adequate space for the answer.
Score each answer consistently based on the
criteria, not on the student.
Tell students how grammar, mechanics, and
spelling will be handled before administering the
assessment.

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Guidelines for Performance Tasks

Performance tasks occur when students are given a demanding task, then asked to respond to it orally, in
writing, or by constructing a product. The students performance is judged using more than one criterion.
Performance tasks are opportunities for students to show they are self-directed, self-reliant and selfassessing. The assessments represent opportunities for students to evidence their knowledge, skills and
competency at an application level a chance for students to be active participants.
Performance tasks should:
Incorporate learning standards
Utilize thinking and reasoning skills
Be designed as purposeful work for students that goes beyond being an activity
Replicate real-world application of knowledge and skills
Performance assessments take time to develop suitable tasks, scoring rubrics, and to score the responses.
Because of the amount of time involved, a performance assessment should measure standards or targets
requiring performance in order to have valid evidence of student learning.

Dos and Donts of Performance Task Construction

Define the task completely

Create a scoring rubric with multiple features
Select powerful skills to assess
Measure teachable skills

Dos

Donts

Identify the standards/targets most appropriate to be Use a performance task to assess

assessed with a performance task
standards/targets with low level cognitive demand
Clearly define the task or problem needing to be
solved/addressed.

Expect the performance task to meet a purpose it

was not designed to achieve

Identify the audience that will view the product

Design an interesting activity that doesnt yield

evidence of students mastery of the identified
standards/targets

Design a task that is a relevant, real-world

application of skills and knowledge
Identify prior knowledge students will need to
perform the task (skills, knowledge, experiences,
etc.)
Provide clear directions for the teacher and for the
student
Develop a rubric for scoring resulting product
Identify resources or materials needed in order to
complete the task
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Guidelines for Personal Communication

Questions and Answers
l Plan key questions in advance to ensure proper alignment with target
l Ask clear, brief questions
l Probe various levels of reasoning
l Ask a question in different ways to maximize student understanding of what is being asked
l Invite students to elaborate
l Ask clarifying questions
l Echo what students say
Conferences and Interviews
l Think out and plan questions in advance
l Focus on particular learning targets
l Plan for enough uninterrupted time
l Conclude each meeting with a summary of lessons learned and how you and the student will work
together in the future
Class/Group Discussions
l Prepare questions or discussion issues in advance focused on target(s)
l Keep dependable records of performance
l Teach students to self-assess participation
l Inform students about how discussions will be evaluated
Oral Examinations
l Develop brief exercises focused on target
l Present one set of questions to all students
l Develop written scoring criteria or checklist
l Separate content and reasoning targets from verbal expression
l Consider audio taping responses
Journals and Logs
l Response journals provide structured assignments to guide students into constructing meaning
and/or writing about their reactions
l Personal journals or diaries least structured, excellent way to gain insight into quality of student
writing when students are motivated to write
l Dialogue journals conversations between students and teachers, good for clarifying,
emphasizing key points, linking teacher to student in a communication partnership
l Learning logs students reflect on, analyze, describe, and evaluate their learning experiences,
successes and challenges

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Student Reflection Ideas

Share-List Strategy
Place students in groups of four. Students take turns sharing key points from class with their group. The rotation
continues until ninety seconds pass. Students then have an additional ninety seconds to list the key points that were
discussed.
Think-Speak-Write Strategy
Students spend one minute silently thinking of the key points they learned during the class period. The next minute is
spent sharing ideas with a partner (thirty seconds each). The final minute is spent independently writing a onesentence summary of the key points discussed.
Give-Me-Ten Strategy
Students quickly find a partner and for one minute share the key concepts learned in class. The teacher calls on ten
volunteer groups to each share one idea with the class. Ideas should not be repeated.
Two-Four-Eight Strategy
Students form pairs and each share one key idea learned in class. The pair joins another pair to form a group of four.
Each student shares a key idea with the rest of the group. Two foursomes join to form a group of eight. Each student
shares a key concept with the others.
Stand Up-Sit Down Strategy
All students in the class stand up. The object of this reflection is to have as many students as possible sit down within
a three-minute period. The teacher calls on volunteers as quickly as possible. The volunteers take turns sharing a
key point from class. When the point is shared, the student sits down.
The Big Three Strategy
Students are given an index card on which they respond to three statements: Name one thing you learned today,
list one thing that you liked about class today, and write one question that you have. When complete, the teacher
collects the cards. The reflections help guide the teachers plans for the next class.
Headline News Strategy
On an index card, students write a headline that summarizes the main point of class. Underneath the headline, they
write a one-sentence summary of what theyve learned. Students can also work with a partner this activity.
Echo Strategy
The teacher says a key word that had significance in the lesson. Students echo the word and then write a sentence
explaining what it means or why it is significant. If the activity is done verbally, volunteer students echo the word and
state a sentence. The teacher continues choosing new words until time is up.
Have a Ball Strategy
Students form a large circle around the room and spend one minute in silent reflection, taking time to recall the key
messages from class. The teacher tosses a ball to a student who then states one main point. The student tosses the
ball to another student who states another key point. The process continues as quickly as possible until time runs
out.
2L-1Q Strategy
This is a written reflection. Students are given a note card on which they write two things they learned during class.
They also include one question that they have.
What Do I Think? Strategy
The student creates two columns on a piece of paper. In the first column, the students write the task that they did
well. In the second column, they list anything they would do differently if they were to redo the task.

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Check Your Understanding

Look at the following assessment items. Some of the items follow quality item writing guidelines, and some
do not. Identify whether or not each item follows quality item writing guidelines.
Mark the Yes box if the item follows all writing guidelines. Mark the No box if the item breaks one or
more of the guidelines. For each no item, identify the guideline(s) broken and fix the item so it follows the
guideline(s).
YES

NO
1.

Between 1950 and 1965

a. Interest rates increased.
b. Interest rates decreased.
c. Interest rates fluctuated greatly.
d. Interest rates did not change.

2.

People should visit the dentist _________.

a. Once a year.
b. Twice a year.
c. Three times a year.
d. Four times a year.

3.

All of these are examples of a bird that flies, except an

a. ostrich
b. falcon
c. cormorant
d. robin

4.

Which of the following are examples of birds that do not fly?

a. falcon
b. ostrich and penguin
c. cormorant
d. robin

5.

___1. Texas

A. $7,200,000

___2. Hawaii

B. Chicago

___3. New York

C. Mardi Gras

___4. Illinois

D. Austin

___5. Alaska

E. 50th state
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YES

NO
6.

7.

1.
2.
3.
4.
5.
6.
7.

Constellation
Prominence
Revolution
Moon
Earths revolutions in one year
Sunspot
Rotation

A. Movement of one body around another

body in space
B. Spinning of a body around an axis
C. A pattern of stars
D. 365
E. A huge loop of gas that appears on the
edge of the sun
F. A dark area on the suns surface
G. Small rocky satellite

True or False:
From the Continental Divide, located in the Appalachian Mountains, water flows into either the
Pacific Ocean or the Mississippi River.

8.

True or False:
The animal cell has a definite shape; the plant cell does not.

9.
Instruments located in the percussion section of the orchestra are ____________,
_____________, ______________, and _____________.

10.

How many beats does

A. 1

get?

B. 2
C. 3
D. 4

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Activity Directions: Review the assessment and rubric for scoring the Advise FDR
performance task, then review the rubric for the 7th grade Book Report. Discuss:
How are the guidelines for performance assessment evident in the sample? What
guidelines were not followed? What would you change to make the task stronger?
How are the guidelines for rubrics evident in the two samples? What guidelines were
not followed? What would you change to make the rubrics stronger?

Eighth Grade: Local Assessment - Social Science

Decision Making Advise FDR
Teacher Instructions

Organizational Preparation:
1. At least a week before giving the assessment, check with Special Education Department to decide
adaptations of the assessment for IEP students.
2. Make sure that you have all the materials for the test (including directions, etc.)
3. Teach all required background information before the test.
4. Be sure to practice graphic organizers with students using different topics.
5. Teach scoring rubric to students.

Assessment Administration:
1. Check for student I.D. numbers, names and appropriate male, female label circled on papers.
2. Suggested time limit: one class period.
3. No papers leave the room.
4. Read through and explain task with students without defining terms, answering questions or
allowing discussion on possible answers. Answer clarifying questions not content
questions.

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Eighth Grade: Local Assessment - Social Science

Decision Making Advise FDR
Task Design

Title:

Advise FDR

Background: Its 1939, England is the only major European power fighting Nazi Germany. You have
studied about World War II and you know that many difficult decisions have to be made
during wartime.
Task:

You are an advisor to F.D.R. and the President has asked you for a
written
summary of his options concerning the situations in
Europe. You must help him
decide what his policy will be in Europe. You have to analyze and weigh the positive and
negative consequences (effects) of your options and show that you have considered many
different consequences.

Audience:

The Oval Office at the White House, in a meeting with the President, Secretary of Defense,
Secretary of State, and you.

Procedures:
1.
Think of the options you want to give the President.
2.

Now write each option one per box, in the boxes labeled options.

3.

Under each option, write the positive and negative consequences for each option, in the spaces
labeled Positive and Negative options.

4.

In paragraph form, recommend the option you think is best. Fully explain and support the option
you choose.

Assessment: See attached rubric.

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Student I.D.

Circle One:

Male

Female

Eighth Grade: Local Assessment - Social Science

Decision Making Advise FDR
Task Sheet

OPTION

OPTION

OPTION

OPTION

POSITIVE
CONSEQUENCES

NEGATIVE
CONSEQUENCES

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Recommend to FDR the one option you think is best. State and fully explain the one option you choose.
Make sure you support your choice using the positive and negative consequences you considered. Focus
on only one option!

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Eighth Grade: Local Assessment - Social Science

Decision Making - Advise FDR
Answer Key

ACCEPTABLE OPTIONS:
1. Give war supplies, military advisers and money OR Start lend-lease act
Positive:
If give war supplies, etc. is option than start lend-lease act is an acceptable positive
keeps USA out of fighting (no casualties)
saves American lives
helps England (another democracy)
shows our support for our allies
satisfies isolationists in USA
USA gets money and military bases
good for USA businesses and public relations
buys time for England - lets them survive longer
Negative:
England not helped adequately
angers Germany
scares some people in USA who dont want to be in the war
first step toward full scale war
USA could be attacked/damaged
2. Join the war with England (USA commits our forces to fight)
Positive:
liberate captured European territory
England more likely to win - necessary for democracy to continue
Hitler stopped (more likely) from taking over Europe
other countries may follow suit
help stop persecution of certain groups in Europe (Jews)
we would help France and other allies who need help
could help U.S. economy
gain prestige
Negative:
Americans will die
will cost USA money
pulls USA into 2nd European conflict in 20 years
many Americans will become angry at FDR
chance we will lose
Germany may increase their warfare (American shipping more at risk)
U.S. could be attacked/damaged

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3. Join the war with Germany (USA commits our forces to fight)
Positive:
have a good chance of winning
could take over/gain territory
Negative:
goes against American tradition (Germany not a democracy)
abandons long time ally - England
much of USA population would be furious
allows continued persecution of Jews
will cost USA money
USA could lose
pulls USA into 2nd European conflict in 20 years
Americans will die
U.S. could be attacked/damaged
4. Stay out of war (remain neutral)
Positive:
Americans not at risk (USA lives saved)
USA saves money
keeps isolationists happy
allows USA to focus on its own affairs (depression)
Negative:
Germany continues to expand
England (democracy) is not helped
all of Europe is at risk (potentially the rest of the world)
continued persecution of European people
shows weakness
5. Make an attempt to settle the war (mediate between England and Germany)
Positive:
saves lives (no fighting - just talking)
saves money
makes USA look good
saves Europe
takes place of ineffective League of Nations
Negative:
may not solve problem
parties may not be trustworthy
time consuming
shows weakness
UNACCEPTABLE OPTIONS:
1. use/invent atomic bomb
2. kamikaze attacks

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Guidelines for Rubric Design

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Rubrics
Rubrics are scoring guides with features identified that will be used to evaluate student work. Rubrics
include descriptions of different levels of performance for each of the defined features. Rubrics provide
information on student progress toward achieving standards.
Rubrics are powerful communication tools when shared with students and parents. A well-written rubric
clarifies the vision of excellence and conveys that vision to students and parents.
A quality rubric should:
Focus instruction intentionally
Guide feedback descriptively
Characterize desired results objectively
Operationalize performance standards purposefully
Develop self-assessment competence constantly
Empower students to evaluate their own work - critically
Involve students thoughtfully
Yield consistent results even when administered by different scorers reliably
Critical Components of a Rubric:
Features the major attributes or categories of learning which will be evaluated. The features must
be based on the standards, skills, and concepts for mastery.
Scale the possible points to be assigned.
Descriptors statements that describe the various levels of performance.
Mid-point the middle point on the rubric which separates student work that is still developing
from work that is considered developed.
Rubric Visual
2

Informational No evidence that

Text
Problem
Solving
Strategic
Thinking

Features

Descriptors

Mid-point

Scale
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Matching Rubric Type to Data/Inference Needs

One or several judgments need to be made?
Type of
Rubric

Definition

Advantages

Disadvantages

Each feature is
evaluated
separately.

Gives diagnostic information to

teacher
Provides information for focused
instruction based on need (for
intervention or acceleration)
Gives formative feedback to
students
Easier to link to instruction than
holistic rubrics
Good for summative assessment in
a standards-based district for
reporting aligned to standards
Discussions for inter-rater reliability
develops common understanding
for grade level team around what
work looks like at different levels of
quality
Scoring is faster than with analytic
rubrics
Requires less time to achieve interrater reliability
Good for overall summative rating

Takes more time to score than

holistic rubrics
Takes more time to achieve
inter-rater reliability than with
holistic rubrics

Analytic

All features
are evaluated
simultaneously

Holistic

Single overall score does not

communicate information
about what to do to improve by
specific concept, skill,
knowledge, or standard/target
Not as specific for formative
assessment
Grade level team conversation
around student work is not as
specific to individual skills
when looking at one overall
score

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General or Task-Specific description of performance?

Type of
Rubric

Definition
Description of work
gives characteristics
that apply to a whole
family of tasks (e.g.,
writing, problem
solving)

General

TaskSpecific

Advantages

Can share with students,

explicitly linking assessment
and instruction
Can be used with many
different tasks
Focuses the teacher on
developing students learning
of larger skills and concepts
instead of task completion
Supports monitoring of growth
over time around larger
essential understandings or
skills
Provides data for ongoing
grade level team discussion
around large essential
understandings or skills
Focuses students on
knowledge and skills they
need to develop over time
Supports student selfevaluation and monitoring of
personal growth around sets
of larger understandings or
skills
Description of work
Teachers sometimes say
refers to the specific
using these makes scoring
content of a particular
easier
task (e.g., specifies a Requires less time to achieve
conclusion, identifies
inter-rater reliability
the required answer)

Disadvantages
Lower reliability at first than
with task-specific rubrics
Requires practice to apply
well

Cannot share with students

due to specific answers being
noted on the rubric
Need to write a new rubric for
each task
For open-ended tasks, good
answers not listed in rubrics
may be evaluated poorly

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Dos and Donts of Rubric Construction

Dos

Donts

Select the most important attributes of the task as Use when assessing acquisition of simple
the features for the rubric
information
Write the rubric so it clearly indicates what quality Write a rubric to count the number of times a skill
work looks like and how that should be evidenced in was performed (i.e., finds 1 resource, finds 2
the work
resources, etc.)
Write the descriptors for meeting, or proficient, first Automatically write the lowest level on a rubric as a
(this description should be what is expected by the null category. Lowest-level indicators are not
standard, target, or objective)
always a total absence of knowledge or skill
Write descriptions different enough from level to Write the rubric to guarantee students will score at
level that work can be categorized (it should be every point on the scale
possible to match examples of work to performance
descriptors at each level)
Write the highest scale point to represent truly Use extraneous criteria as features (i.e., not
exemplary performance; it may be that no student aligned to unit standards)
will attain the highest scale point
Address all relevant content and performance Use a scale larger than you can clearly define
targets using different features
Define standards and help students achieve them
by providing criteria to evaluate their own work
Write the rubric in student friendly language
Use an even number scale whenever possible (i.e.,
4, 6)
Determine whether scores will be added and
contribute equally to the total (if different length
scales are used it will impact the contribution of
different features to the total score)

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Steps to Developing a Rubric

Although there is no one right way to develop a rubric, there are a number of areas you will want to pay
attention to as you go about developing rubrics for use in your own classroom. If you have articulated the
expectations (criteria) you hold when assessing the products and performances you use in your classroom,
you are well on your way to developing a rubric for use in your classroom.
The rubric should: be focused on the important elements of a performance; provide clear descriptions of
observable features; and differentiate among levels of performance from beginning to mastery levels.
Additionally, the literature clearly points out that developing rubrics with your students is the most effective
way to support understanding about and use of rubrics during the creation phase.
1. Look at models of the performance or product. Along with your students, examine examples of
student work at that grade level. Consider the characteristics that distinguish good work from the other
samples provided.
2. Establish the criteria. The criteria to be used in assessing the performance or product should emerge
out of the discussion of the models. It is the characteristics evident in the exemplary work that will become
the criteria.
3. Determine the number of levels in the rubric. For younger students, you will probably only want to
have four levels in the rubric. For older students, the literature recommends using four or six levels.
Although four levels is desirable because it prohibits choosing the middle, six levels also allows for more
precision and supports the idea of growth. A caution you may want to consider with the number of levels is
that having a greater number of levels increases the opportunity to discern between different responses;
however, it creates some additional challenges for users in ensuring consistency between assessors.
4. Develop descriptions of quality for each level of the criteria. Examining work samples creates an
understanding of the descriptions that correspond to each of the levels. Begin by describing the highest and
lowest levels of quality and then fill in the levels between. Remember to use parallel language among the
levels and focus in on the observable elements that demonstrate understanding. Be as specific as possible
in your word selectiontry to avoid evaluative words such as creative opening, boring presentation, etc.
Rather, use specific descriptions of what could be observed. Finally try to avoid making the lowest level
sound bad; it should merely describe an ineffective performance or product.
5. Practice using the rubric. Provide copies of the rubric to each member of the class. Have them practice
using the rubric on the samples you examined in Step 1. Students can also practice using the rubric on
their own and peer work.
6. Revise the rubric as necessary. As you use the rubric throughout the year, you may discover revisions
that need to be made. Ensure that once again you involve students in a discussion about the need to revise
in order to clarify your expectations.
Although this process sounds time-consuming (and is, initially), it becomes easier the more students work
with rubrics. The payoff for this time spent is that teachers, students and parents have a clear
understanding of the important learning goals in a project and students can begin to take ownership in the
assessment and evaluation process.
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Activity Directions: Look at each of the following scoring systems. First determine if the
system is a rubric or not. If it is a rubric, determine whether it is an analytic or holistic rubric
and whether it is general or task-specific.

Explanation

Knowledge

Local Assessment: Social Science Eighth Grade

Decision Making: Advise FDR
Scoring Rubric

Unable to provide
positive or negative
consequences
OR
Consequences
provided do not fit
with the identified
decision.

Appropriate
positive OR
negative
consequences
provided for the
identified decision.

Some appropriate
positive AND
negative
consequences
provided for the
identified decision.

Extensive and wellthought out positive

AND negative
consequences
provided for the
identified decision.

No evidence or
completely
erroneous.

Minimal
explanation with
little or no support.

Partially explained
with limited amount
of general support.

Adequate
explanation with
moderate amounts
of specific support.

STILL DEVELOPING

Fully explained
with generous
amount of specific
support.

DEVELOPED

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7th Grade Biographical/Autobiographical Book Report Rubric

You have an excellent starter (topic sentence) and introductory paragraph

that captures the readers attention

(10)

You have included your title, author, copyright date, publisher, and number of
pages

(5)

You have included a time line

(10)
Your book report/descriptive essay meets the requirements of the assignment
(40)
Your concluding paragraph expresses your opinion of the book
(5)
Your punctuation, capitalization, grammar, spelling, and verb tense are
correct

(30)

TOTAL
(100)

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