Using Rubrics for Tech-Based Projects

A New Rubric Tool

"A rubric is a set of written guidelines for distinguishing between performances or products of
different quality," according to Grant Wiggins. Using a rubric leads to a more valid and
reliable assessment of student work. I began generating a rubric using  Rubistar to create a
tech-based rubric because I have used Rubistar in the past to create my own rubrics or to
find already made rubrics.  With a lack of options, I was unable to make the rubric look as I
wanted it to. I had the entire rubric created; yet, I didn’t like the way it looked in the preview
mode.  I felt it was not elementary student-friendly at all. Frustrated, I decided to explore
For All Rubrics which I had never used before.  I really found it easy to use, it had plenty
of options, and it had the capability for creating checklists and badges!  I was excited to
explore this new tool.

The Project

I created this rubric for the Greek and Latin root word study project. 

I assign this project to advanced 2nd or 3rd graders as they investigate Greek and Latin root words and affixes, but it can be adapted for various grade levels.  Leading up to this product, students complete a word sort. Once sorted, students create a category name for each group to explain how they sorted.  Next, students match the words with a set of definition cards. Afterward, they use what they know about word parts to help themselves figure out the meaning of the words. I encourage students to attempt this without using a dictionary. Once students have done this, they should use this knowledge to help them discover what each Greek or Latin root word or affix means by looking for similarities in their definitions. 

Students working on a word sort.

All of that leads up to the tech-based product that they will create to show their understanding of Greek and Latin roots and affixes. The product should also evidence students’ ability to figure out unknown words that contain the Greek and Latin roots and affixes they have learned. 

For the project, students will find a word (not among the words they sorted) that uses each of
the Greek or Latin root words or affixes from the sort, and they will write a sentence that uses
the words showing the meaning of the words.  For three of the new Greek or Latin word parts,
students plan and stage a photo that shows what the root or affix means. They should add a
caption to enhance the photo. Then, they choose one of the words to create a video that
teaches what the Greek or Latin word part means through the context of the video - not
directly stating the meaning. Students are challenged to enhance the video or photo by
using an appropriate digital image background and a green screen technology.

The Product

This product is typically created using Keynote presentation so students can easily insert
images, text, and video.  Students also use the camera on the iPad to take the images and the
Do Ink Green Screen app. Here is a sample product that my students created last year.  I have
slightly changed the criteria as I developed the digital badge criteria (see image) for the
Greek and Latin root words and affixes and this rubric.

Digital Badge Criteria for Greek and Latin Word Study

A Reflection

While creating my rubric, I wanted the criteria for my rubric to focus on assessing the
content of the product as Grant Wiggins blog post titled On Rubrics and Models, Part 2: A
Dialogue suggested.  With this in mind, I made the two content criteria (content and usage)
of the rubric worth twice as much as the delivery and multimedia sections.  Those sections
integrate the ISTE standards, but I really want to assess the Language standards for this
product. The delivery and multimedia sections are more about process and polish.  I really
wish I could eliminate points off the rubric altogether and just have the descriptors across the
top, but I was unable to do that using ForAllRubrics. Using this tool, I was able to list out the
descriptors under each criteria category focusing on the impact - the purpose of the
performance.  I think this makes the descriptors easier to read and clearly differentiates
between the various levels of performance by keeping them aligned across the rubric. Under
each category, I wanted to be as descriptive as possible about what I was expecting so
students can use the rubric to assess their own work and improve it before submitting their
work.

I think rubrics like this will aid students in their understanding of project expectations and
will help teachers be more consistent in the assessment of tech-based projects.