# No Series: Designing Rubrics

## Designing Rubrics

Lesson Objective: Create rubrics to assess learning
Grades 9-12 / Math / Assessment
2 MIN

## Discussion and Supporting Materials

### Thought starters

1. What does Ms. Hobbs take into account when designing rubrics?
2. How does designing rubrics fit into your planning process?
3. What do students learn from doing a mid-project rubric review?

1. What Ms. Hobbs takes into account when designing rubrics for her students is, what she wants her students final project to look like. What is the weight of each section in the end?

2. Designing rubrics fit into your planning process gives you an opportunity to review what the students have learned. Allows the opportunity to implement different learning activities and writing assignments.

3. Students learn from doing a mid-project rubric review exactly what is expected from the assignment. They learn what their design should look like, how much each section is worth, and what is needed to receive the maximum number of points for each section.

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1. Ms. Hobbs thinks about what she wants her students final project to include.
2. Rubrics fit into the planning process because you must plan the lesson to know what you want the students to include.  The rubric points out what you expect the students to do, and how you want them to do it.
3. Students are reminded what needs to be included in the project.  They can also review what is still needed to complete the project according to the rubric.  This checkpoint helps students stay on track and may alert students of something the forgot to include.
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Ms. Hobbs takes in account of her rubic because it helps with the on the students projects. The rubics plans fit into the project by using similar shapes and sizes from prior porjects. The mid-projects are there to helps students with different to assist the writing assignment and prior projects.

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1. What does Ms. Hobbs take into account when designing rubrics?

Ms. Hobbs take into account when designing rubrics things she need to observe  of the finalizing the project and       making sure the students has clear understanding of the assignment.

2. How does designing rubrics fit into your planning process?

Designing rubics fit into my planning process because it gives my students guidelines on what's expected, the            material that is required and the way they will be scored upon completion.

3. What do students learn from doing a mid-project rubric review?

Doing a mid-project rubric review gives students the opportunity to make sure that they are understand the                assignment and whether they are on the right track by being able to ask the teacher questions.

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1. What does Ms. Hobbs take into account when designing rubics?

When designing rubics, Ms. Hobbs takes into account what she would like the final project to look like and how much each part should be weighed. Ms. Hobbs also includes a writing assignment.

2. How does designing rubics fit into your planning process?

Including rubics into your planning process makes it easier for you to stay on task, and ensure the students are receiving all of the information that is needed.

3. What do students learn from doing a mid-project rubic review?

Students will be able to see if they are on target with their required learnings.

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### Transcripts

• Designing Rubrics Transcript

+++ 00:00:06 +++
Lauren Hobbs: We have one week until our project is due so we’re

Designing Rubrics Transcript

+++ 00:00:06 +++
Lauren Hobbs: We have one week until our project is due so we’re going to do what’s called a mid-project rubric review.
Lauren Hobbs: When I design my rubrics I think about what I want their final project to look like first.
Lauren Hobbs: So what you’re going to do with this is you’re going to look at it. And it says calculations. I’m going to write in there what I think if I were to get full credit, what would that look like?

+++ 00:00:33 +++
Lauren Hobbs: I make a list of everything that I want in their final project and everything I want to be included. And then I think about how much each part needs to be weighted.
Lauren Hobbs: If you’re doing the architecture project, preliminary sketch of model, what all would you have to have to get all ten points.
Student: A sketch of the drawing all ready done.
Lauren Hobbs: Mm-hm. What should be on your sketch?
Student: The scale.
Student: The shapes that are provided.
Lauren Hobbs: Scale.
Student: All the shapes if you have any.
Lauren Hobbs: All the shapes you need to have. Good.

+++ 00:00:59 +++
Lauren Hobbs: The architecture project had students building many different 3D shapes. And they had to find the volume and surface area and then convert centimeters to feet. The soccer ball had students finding surface area and then volume. And then they had to compare it to the actual size of a real soccer ball. The song or poem had students analyzing different geometric topics and then making sure they understand all of the geometric vocabulary.
Lauren Hobbs: The complexity you need to write on his. You need to go through each aspect and write on his for peer review. So you might want to switch computers so you can look at your fractals.

+++ 00:01:34 +++
Student: Neither of us have done the writing assignment. So what will we put there?
Lauren Hobbs: Maybe look through the writing assignment, give each other some tips.
Lauren Hobbs: On these particular projects I really wanted a writing assignment included in each one. and so I made sure on each project the writing assignment was weighted equally and then just kind of went from there.
Lauren Hobbs: We only have about three more days to work on this in class. So anything you want to talk about with your group you need to talk about now because the rest of this is going to be individual. Okay. Wrap it up. You’ve got about five minutes.

Lauren Hobbs

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