Rubric Criteria

Rubric Criteria

One of the important lessons we have learnt is that rubrics which focus on a quantity or frequency change tend to be much weaker rubrics than those that target increasing depth or complexity of a skill. As an example consider these two rubrics on a student's ability to focus on a task. The first version targets a frequency change while the second version targets an increase of skill complexity.

Focus on the task
Stage 4	Consistently stays focused on the task and what needs to be done.
Stage 3	Focuses on the task and what needs to be done most of the time.
Stage 2	Focuses on the task and what needs to be done some of the time.
Stage 1	Rarely focuses on the task

Focus on the task
Stage 4	Very self-directed and focused, demonstrates leadership in keeping a group on task.
Stage 3	Demonstrates a strong ability to focus on a task regardless of other distractions.
Stage 2	Focuses on the task and who demonstrates an ability to focus on the task when interested however other group members must sometimes nag, prod, and remind to keep this person on-task.
Stage 1	Has difficulty focusing on the task and what needs to be done. Allows others do the work or attempts to distract others.

One of the guidelines the consultancy uses when working with schools to develop their own rubrics is to ensure that rubrics are NOT based on quantity or frequency factors, but rather focus on depths of skill complexity.