Competency-based Rubric Design

Educator designs rubrics with clear crtieria aligned to appropriate standards.
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About this Micro-credential

Key Method

The educator designs rubrics with clear criteria aligned to appropriate standards, competencies, or learning targets to communicate expectations for student performance at each level. The educator uses rubrics in ways that provide consistent, timely, and appropriate feedback to encourage students to set learning goals and reflect on personal growth.

Method Components

The Basic Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications.

Your Task:

You will draft three original rubrics based on college and career ready (CCR) standards (Common Core, Next Gen, C3, etc.). They will be based on the standard or competency such that, in any project that assesses that standard or competency, your rubric will be appropriate. In other words, they cannot refer to a specific assignment or product. Then you will choose at least one of the rubrics and use it within a curriculum-embedded performance assessment. (Be sure to choose standards that fit into the curriculum sequence.)

Recommended Task Sequence:

  1. Select three CCR standards.
  2. Explore the resources and sample rubrics as necessary.
  3. Write three rubrics, unpacking the standards and describing what it would look like for a student to successfully demonstrate achievement in that standard.
  4. Choose one of those rubrics and, with at least two other colleagues, use the Rubric Tuning Protocol (see resources) to evaluate the rubric.
  5. After making appropriate revisions use the rubric within a curriculum-embedded performance assessment. Be sure to include direct support to ensure that students understand the expectations in the rubric.
  6. After administering the performance assessment and using it to score student work, use the rubric to provide feedback describing how a student might improve.
  7. Finally, reflect on the success of the rubric and consider necessary revisions.

Research & Resources

Supporting Research

  • Bloom, B. S. (1968). Learning for mastery. Instruction and curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1. Evaluation Comment, 1(2), n2.
    http://files.eric.ed.gov/fulltext/ED053419.pdf

  • Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144.
    http://tinyurl.com/jjaqyny

Resources

Tools

Readings:

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Got it” for Part 2.

Part 1. Overview questions

(200-word limit for each response)

  • What has been your history with rubrics prior to choosing to submit this micro-credential?
  • What are your thoughts about writing a rubric that provides criteria for a standard or competency without referring to a specific assessment or assignment?
  • How did you decide what “proficiency” would look like?
  • Describe your approach to creating the “exceeds” columns of your rubrics.

Part 2. Evidence/artifacts

To earn the micro-credential for Competency-based Rubric Design, the educator must submit the following:

  • Three competency-based rubrics describing what proficiency is and other levels of CCR standards/competencies.

  • A performance assessment (student directions and rubric) that is assessed using one of the newly designed rubrics.

  • A copy (or copies) of the completed Rubric Tuning Protocol containing evaluation and feedback notes on your rubric.

  • Two pieces of student work, scored on the newly designed rubric, with notes indicating why the work was scored the way it was and where in the student work evidence justifying that score can be found.

Part 3. Reflection

Write a reflective essay (1,000-word limit) OR record a five- to ten-minute video or audio addressing the following topics (be sure to use specifics that illustrate why you come to the conclusions you do):

  • In the military, they say, “No plan survives first contact with the enemy.” How did your newly designed rubric survive its first contact with your students? Was it clear for them? Was it helpful for them?
  • After creating three competency-based rubrics, what have you learned about the rubric design process? What “best practices” will you adopt?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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