nclusive evidence to support either a passing or failing grade.Instructional Rubrics support the development of skills, Instructional Rubrics support the development of understanding (2000). There were studies done that supported both of these ideas. The first statement was based on a study that gave a group of eighth grade students an Instructional Rubric and another group was not given a Rubric. The two groups were to spend the next few months working on writing for state standardized test. The group with the Instructional Rubric scored significantly higher than the group without the Rubric. To support the second statement, the two groups were asked on what they thought the state was looking for when it graded their writing. The first group had definitive answers, while the second group was vague and unsure of what was expected of them.If one was interested in using Instructional Rubrics, there are a few different ways that person can go about creating one. 1. Look at models: review examples of good and poor work, and show these examples to the students. 2. List criteria: talk with your students, and ask them what they think should be assessed in the project. 3. Pack and unpack criteria: avoid creating categories that are too big, and dont bury criteria that you want to emphasize. 4. Articulate levels of quality: sketch out four levels of quality for each criterion. (2000)This writer likes the idea of the Instructional Rubric. It seems to serve both the educator and the student. The rubric seems to enhance learning and eliminate doubt as far as teacher requirements are concerned....
