Introduction to Rubrics, Chapter three.
In this stage, the rubric is actually constructed. The authors talk about two different kinds of rubrics that can be made for differing purposes.
A scoring guide rubric just lists the highest expectations of an assignment and leaves room for comments. They make the learning objectives and assignment expectations clear, but don’t give specific feedback more quickly to each student so that the student knows what to work on. I can see using a scoring guide rubric for something like online discussion, but not paper assignments.
The three-to-five level rubric is the one I think will be most useful. It uses three or five levels of competency and six or less dimensions. Again, the authors discuss the terminology associated with each level. This is difficult for me. Their suggestions include: exemplary, competent, beginning; proficient, intermediate, novice; exemplary, competent, not yet competent; excellent, good, developing; or numbering 1,2,3.
I think I may use excellent, competent, and developing. Those are good descriptions that don’t have negative connotations.
The back of this book gives a website that anyone can use to learn more about rubrics, including samples to use a download.
I used this website to download a framework. With that, I have constructed a first draft of a rubric for my poem one assignment.
Interestingly, as I began to construct the rubric, I realized I had left out some crucial elements such as being on time. I also decided to include a new dimension about form and rhythm because I often comment on that in the poems even though it’s not a clear part of the assignment. I will need to revise the assignment description also.
TASK DESCRIPTION: Length: At least 10 lines.
Poem should be typed in word processing program and saved as an RTF (Rich Text Format) or Microsoft Word file.
Document should be named: yourlastname_poem1 (for example: swing_poem1)
Poem should have heading in upper left corner with your name, class, date and the assignment (poem one). An original title for the poem should be left-justified before the first line of the poem.
Write a new poem, using at least four of the techniques described in Lesson Six. The poem does not have to rhyme, but the structure, rhythm, and word choice should be purposeful and clear.
The poem should include at least four of the following elements: an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.
|□ Includes the required poetry elements of the assignment (four of the following elements: an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)
□ Ideas/themes in the poem are enhanced by the poetic techniques
□ Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons)
|□ Includes three of the four required poetry elements of the assignment (four of the following elements: an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)
□ Ideas/themes in the poem are not clearly enhanced by the poetic techniques; the poetic elements seem used only because the assignment requires them
□ Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons) although there may be some small errors in English usage or confusion about the use of grammar, capitalization, or punctuation
|□ Does not include all of the required poetry elements of the assignment (four of the following elements: an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)
□ Ideas/themes in the poem are not enhanced by the poetic techniques; they do not connect clearly
□ Poem does not use standard English usage at all and there is not clear reason for errors in grammar, spelling or punctuation use
|□ Word choices in the poem are original, precise, and thoughtful,
□ Poem shows the author’s style and point of view clearly and in an original manner
□ Poem has a meaningful title
|□ Word choices in the poem are clear, but may lack originality or precision
□ Poem has a style and point of view but it may be inconsistent or vague at times
□ Poem has a title, but it may be over general or not contribute to the theme or ideas in the poem clearly
|□ Word choices in the poem are clichéd, vague, or seem forced and rushed
□ Poem does not have a clear original style or point of view
□ Poem has no title
|Structure||□ Poem has a clear structure, possibly using stanzas or other means (like rhyme) to develop and connect ideas in an organized manner
□ Poem uses line lengths purposefully and consistently to enhance meaning in the poem
□ Poem uses rhythm purposefully and consistently in the poem
|□ Poem has an attempt at structure, but it may be inconsistent to unorganized
□ Poem has clear lines but may have inconsistent line lengths for no clear poetic reasons or the lines may not connect clearly to the ideas in the poem
□ Poem has a rhythm but it is inconsistent and possibly awkward in places
|□ Poem does not have a clear structure or organization
□ The poem’s lines are broken in unclear ways and may create confusion in ideas and theme
□ Poem has awkward and inconsistent rhythm (try reading the poem aloud to hear where the rhythm is awkward or changes unnecessarily )
|□ Paper has correct heading and formatting,
□ Poem is submitted in the dropbox correctly (with correct file name and in RTF or Microsoft word formatting)
□ The poem was submitted on time
|□ Paper has heading and formatting although there may be some errors
□ Poem is submitted in the dropbox but the file was labeled incorrectly or the file format was not RTF or Microsoft Word
□ The poem was submitted on time
|□ Paper has no heading and/or errors in formatting
□ Poem is submitted in the dropbox incorrectly (without correct file name and/or in an unreadable word processing format)
□ The poem was submitted late