​Teacher

1) They increase the consistency of scoring because teachers have criteria in writing and can refer to it when needed.

2) Improves instruction. Rubrics require teachers to clarify expectations and remove any fuzziness. Teachers who use Rubrics tend to create activities that are aligned with standards.

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Student​

3) Students know what’s important. They help students filter information by pointing out what is most important and help students make sense of their learning. There is no guessing. It is clearly stated in the rubric.

​Prior experience in a sport or activity

resources available to the teacher (equipment, time, space)

class size

students’ physical maturity

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The SHAPE GLOs is a good place to start. Then you modify from there based on your specific work circumstances. 

​Analytic rubrics require the scorer to judge the level of quality demonstrated for each trait (cue). The scorer indicates whether a descriptor (cue being observed e.g., “side to target”) is present. Analytic rubrics are best used with formative assessments. Two reasons for this. 1) because the student receives a score for each individual trait it's easy to identify areas of strength and areas needing improvement. 2) Analytic rubrics are difficult to convert to final grades because they often focus on one particular skill as opposed to focusing on multiple skills necessary to demonstrate overall competency.

Holistic rubrics consist of paragraphs that describe different levels of competency or performance. Rather than focusing on each individual trait, holistic rubrics call on the scorer to assign a single score based on that student’s overall level (all observable traits). Holistic rubrics are best used with summative assessments or with large groups. This is because students are not expected to improve their performance and therefore do not need the diagnostic detail. Its also quicker to administer.

​1) Simply state that all traits must be demonstrated to earn a particular level

2) identify the key elements and consider performance on those traits more when assigning the score

3) allow scores of 1.5, 2.5, etc., to indicate the presence of characteristics from more than one level. 

​1) Identify the stages of performance for the skill

2) List critical elements for each stage

3) Develop descriptions for the levels that define consistency

4) Pilot

5) Revise