Why Rubrics?

Providing detailed explanations of an assignment using an online rubric can assist students in both completing tasks and improving future performance. Online rubric tools allow teachers to create rubrics quickly with a greater level of feedback, allowing for student interaction in the process. Also, online rubrics can easily be shared amongst teachers in schools and saved or modified for future assignments.

Online rubric tools allow teachers and students to communicate more effectively, with easy to keep records that integrate into Learning Management Systems, about specific performance goals and their improvement over time.

Online Rubrics Tools

There are many online tools that can help both teachers and students through the assessment process:

  • Rubistar Use their premade rubrics for various types of projects, or customize a rubric to fit your specific needs.
  • Rubric Machine (beta) Type a topic into a search box, and choose from a vast number of rubrics.
  • Rubrics for Assessment University of Wisconsin-Stout provides rubrics for assessment of web and multimedia projects. Topics include: wikis, web pages, podcasts, writing, oral presentations, and research.
  • teAchnology Rubric Tools Provides an extensive list of rubric generators and collections to choose from.
  • Tell Me a Story This site provides a variety of tools designed to assess a multimedia digital storytelling project. One of the goals is to model how multimedia projects can be used as a form of reflective assessment.
  • Digital Media Scoring Guides This interactive scoring guide prompts you to choose a communication type and then customize your scoring guide by checking ONLY the traits and elements you want to use.

Performance Based Assessment & Technoloty

For those interested in developing 21st-century communication and collaboration skills online, those types of skills are in many ways real-world, problem-solving skills. Thus, we are going to need to measure them asperformances of understanding. There are simply no multiple-choice tests that we can give students that will evaluate how well — for instance — they collaborate with others. The only way we can measure how well students collaborate with others is . . . to have students collaborate with others. Thus, performance-based assessment is central to the process of evaluating “21st century skills.” (It is certainly not the only measure of student achievement and other types of assessments will continue to have their place.)

Performance is most often seen in the form of formative and summative assessment. Formative assessment is ongoing and provides information needed to adjust teaching and learning. Formative assessment not only helps monitor student progress throughout an activity, but it can help gauge student understanding and readiness to proceed to further tasks. Summative assessment, as mentioned previously, focuses on a particular point in time — often at the conclusion of an activity . Both types of assessments are valuable tools when designing tasks to demonstrate mastery or understanding.