Rubrics

Description:

In education terms, a rubric clarifies expectations for a learning outcome in chart format, using a learning continuum. Each level of the rubric provides a description of characteristics for that particular level. Students, teachers and parents should be able to use rubrics to understand the expectation for the learning outcome, and how a student can move to the next level.

Rubrics are often created by educators, at times to assess a specific task, and other times to assess a more general learning outcome.

Examples:

Holistic mathematics rubrics for the number strand (Grades 1 – 9) were developed collaboratively by teachers and ministry personnel to support the math outcome “By June 2020, 80% will be at grade level or above in reading, writing, and math.” The educators developing the rubrics were directed by the Outcome owners to create holistic, four-level rubrics, with levels 3 and 4 being at grade level. The holistic math rubrics are available for Grades 1 – 9 English and French.
Sample outcome questions and rubrics for Grade 1 – 9: Mathematics outcomes are available for educators. While this project is still in process, it should be noted that as assessments/rubrics are completed they are posted on the above site, with the goal of having all complete within the 2020-2021 school year. The assessments can be used as they are, or can be changed to best meet student and teacher needs. The rubrics are designed to accompany these outcome assessments, however rubrics could also be used for outcome assessments designed by teachers

SCORING RUBRIC: SS3.5 − Demonstrate understanding of 2-D shapes (regular and irregular) including triangles, quadrilaterals, pentagons, hexagons, and octagons.

All parts of the rubric are done concretely, pictorially, physically, and orally.

	1 With help, I can understand simpler ideas of the outcome and do a few of the simpler skills.	2 I can demonstrate my understanding of the simpler ideas in the outcome. I am working on the more complex ideas and skills.	3 I understand the outcome and can use what has been learned.	4 I have a deep understanding of the outcome, and I can use what has been learned in new situations.
Describing and comparing	Identifies different categories of shapes (e.g., square, triangle, rectangle) and is working on identifying groups of shapes (e.g., quadrilaterals, pentagon, hexagon, octagon).	Compares different familiar shapes (e.g., square, rectangle, triangle) to each other.	Describes characteristics of 2-D shapes (e.g., triangles, quadrilaterals, pentagons, hexagons, octagons) both regular and irregular. Compares 2-D shapes in terms of their characteristics.	Describes characteristics of 2-D shapes in different orientations. Compares 2-D shapes and explains the difference between regular and irregular.
Sorting	Applies a personal sorting rule and is working on analyzing an already applied sorting rule.	Identifies the sorting rule for regular and irregular polygons.	Explains the sorting rule using definitions and classifications of regular and irregular polygons. Sorts images that include 2-D shapes from a 3-D object.

With help,

I can understand simpler ideas of the outcome and do a few of the simpler skills.

I can demonstrate my understanding of the simpler ideas in the outcome. I am working on the more complex ideas and skills.

I understand the outcome and can use what has been learned.

I have a deep understanding of the outcome, and I can use what has been learned in new situations.

Describing and comparing

Identifies different categories of shapes (e.g., square, triangle, rectangle) and is working on identifying groups of shapes (e.g., quadrilaterals, pentagon, hexagon, octagon).

Compares different familiar shapes (e.g., square, rectangle, triangle) to each other.

Describes characteristics of 2-D shapes (e.g., triangles, quadrilaterals, pentagons, hexagons, octagons) both regular and irregular.

Compares 2-D shapes in terms of their characteristics.

Describes characteristics of 2-D shapes in different orientations.

Compares 2-D shapes and explains the difference between regular and irregular.

Sorting

Applies a personal sorting rule and is working on analyzing an already applied sorting rule.

Identifies the sorting rule for regular and irregular polygons.

Explains the sorting rule using definitions and classifications of regular and irregular polygons.

Sorts images that include 2-D shapes from a 3-D object.

SCORING RUBRIC for Outcome: SS9.2 – Extend understanding of area to surface area of right rectangular prisms, right cylinders, right triangular prisms, to composite 3-D objects.

With help, I understand simpler ideas of the outcome and do a few of the simpler skills.

I can show my understanding of the simpler ideas in the outcome. I am working on the more complex ideas and skills.

I understand the outcome and can use what has been learned.

I have a deep understanding of the outcome, and I can use what has been learned in new situations.

Analyzing surface area

Identifies the composition of a 3-D object in terms of simple 3-D objects.

Identifies places of overlap of simple 3-D objects in the creation of composite 3-D objects.

Explains the impact of the places of overlap in composite 3-D objects and provides and explains contextual examples of when the overlap is and isn’t considered in a surface area calculation.

Finding surface area

Identifies the composition of a 3-D object in terms of simple 3-D objects.

Determines the surface area of singular 3-D objects (right rectangular prisms, right cylinders, and right triangular prisms).

Determines the surface area of composite 3-D objects.

Approximates the surface area of composite 3-D objects, including those with cut-outs and/or more complex shapes.

Further reading/Professional resources: