Standards-Based Grading Rubric
Example - Complete Scoring Rubric (Marzano, 2006)
Topic Score on Scale / Description of Place on ScaleAdvanced / 4.0 / In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught
3.5 / In addition to Score 3.0 performance, partial success at inferences and applications that go beyond what was taught
Proficient / 3.0 / No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught
2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes
Basic / 2.0 / No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures
Below Basic / 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes
0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes
0.0 / Even with help, no understanding or skill demonstrated
Additional Pinnacle Codes
· X = Excused
o When to use: Student was absent and assignment/assessment does not count towards their grade, student transferred into class after assignment/assessment given
· Z = Missing
o When to use: Student did not submit assignment/assessment
· Blank = (Teacher must fill in grade sheet with either a rubric score, X, or Z)
o Blank boxes count as a 0 and do not inform parents/students whether assignment/assessment is missing or received a 0.
Life Skills – Participation in Class and Working in Groups
Score 4.0 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what is taught.Score 3.0 / While engaged in classroom activities, the student meets identified expectations regarding participation, such as…
· Asking questions for clarification (e.g., asking “why” and “how” questions to better understand a math topic that is confusing);
· Offering ideas without waiting for a question to be asked (e.g., providing possible interpretations of a poem being discussed in a literature class);
· Staying focused during whole-class activities (e.g., taking notes of key points in order to actively participate in a discussion about the topic presented);
· Staying focused during individual activities (e.g., setting and working toward a goal as to what will be accomplished during seatwork activity); and
· Being open-minded about comments and questions from peers (e.g., honestly considering the validity of other students’ opinions; providing constructive reasons for disagreeing with another student’s opinion during a class discussion).
The student exhibits no major errors or omissions.
Score 2.0 / The student is successful with the simpler details and behaviors, such as…
· Having a strategy for asking questions for clarification (e.g., restating key points in the form of a question to check understanding of the topic; asking for key information to be repeated; asking for the definition or meaning of confusing terms);
· Having a strategy for offering ideas without being called on (e.g., locating related information from notes taken from a previous discussion or course material that has been read);
· Having a strategy for staying focused during whole-class activities (e.g., trying to anticipate the main ideas during a lecture; trying to anticipate a few questions that will be answered during a classroom discussion; establishing a participatory mood with attentive expression and posture);
· Having a strategy for staying focused during individual activities (e.g., setting a goal as to what will be accomplished during seatwork); and
· Explaining what it means to be open-minded about comments and questions from peers (e.g., explaining that part of being open-minded is refraining from criticizing another student’s comments or questions without having a valid, constructive reason for the critique).
However, the student exhibits major errors or omissions with score 3.0 elements.
Score 1.0 / With help, the student demonstrates partial understanding of some of the score 2.0 elements and some of the score 3.0 elements.
Score 0.0 / Even with help, the student demonstrates no understanding or skill.
Life Skills - Behavior
Score 4.0 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what is taught.Score 3.0 / While engaged in classroom activities, the student follows all classroom rules and procedures, such as…
· Following routine and spontaneous classroom rules and procedures (e.g., following the procedure for cleaning up the classroom; following a spontaneous direction by the teacher regarding how to behave during a presentation);
· Helping others follow classroom rules and procedures (e.g., courteously reminding other students about established rules and procedures);
· Not teasing or bullying others (e.g., treating other students in a courteous and respectful manner; following the school honor code);
· Helping others who are being teased or bullied (e.g., behaving in a supportive way to students who are being teased and intervening when feasible by challenging the behavior directly or indirectly, or reporting the incident to an adult).
The student exhibits no major errors or omissions.
Score 2.0 / The student is successful with the simpler details and behaviors, such as…
· Explaining the unique contribution of each classroom rule and procedure to student learning (e.g., explaining how each classroom rule and procedure would affect student learning if had not been established);
· Explaining the characteristics of helping others follow classroom rules and procedures (e.g., describing what it looks like to help others follow established classroom rules and procedures);
· Explaining the detrimental effects of teasing and bulling others (e.g., describing how teasing and bullying negatively affect the self-esteem of the student being teased or bullied); and
· Explaining the characteristics of helping others who are being teased or bullied (e.g., describing what it looks like to help others whoa re being teased or bullied).
However, the student exhibits major errors or omissions with score 3.0 elements.
Score 1.0 / With help, the student demonstrates partial understanding of some of the score 2.0 elements and some of the score 3.0 elements.
Score 0.0 / Even with help, the student demonstrates no understanding or skill.
Life Skills – Work Completion/Homework
Score 4.0 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what is taught.Score 3.0 / The student meets all required expectations regarding assignments and work completion, such as…
· Following formal written format specifications for assignments without being reminded (e.g., following The Chicago Manual of Style, school format guide);
· Developing and implementing comprehensive time-management plans for assignments (e.g., determining component tasks required to complete an assignment, determining reasonable due dates for each component task, and tracking the completion of each task to help ensure completion of the assignment on time); and
· Completing assignments on time and providing acceptable explanations when assignments are not handed in on time (e.g., turning in assignments on time and complete; when assignments are not turned in on time, having a plausible explanation that meets established classroom policy regarding late assignments).
The student exhibits no major errors or omissions.
Score 2.0 / The student is successful with the simpler details and behaviors, such as…
· Being aware of formal written format specifications for assignments (e.g., describing the format required for a given assignment);
· Developing and implementing basic time-management plans for assignments (e.g., creating a homework organizer to track due dates for various assignments); and
· Monitoring her effectiveness at turning in assignments on time (e.g., using the agenda book to keep track of when assignments are turned in).
However, the student exhibits major errors or omissions with score 3.0 elements.
Score 1.0 / With help, the student demonstrates partial understanding of some of the score 2.0 elements and some of the score 3.0 elements.
Score 0.0 / Even with help, the student demonstrates no understanding or skill.
Revised 8-2-2012