8. 1. Identify the qualities and
attributes that the teacher
wishes to observe in
students’ outputs that
would demonstrate their
level of proficiency.
9. 2. Decide what type of
rubric to use, whether
analytical or holistic.
10. 3. Identify and define the
standards of excellence
for lowest level of
performance.
11. 4. Test whether the scoring
rubrics is “reliable” by
asking two or more teachers
to score the same set of
projects or outputs and
correlate their individual
assessments.
17. 5. Focus on how
students develop
and express their
learning.
18. 6. Begin with describing the
highest (or lowest) level. After
you write the descriptors for
the highest level, note the
words in that box that will vary
from one student performance
to another. These words will
be the one that you will
change as you write the next
levels.
19. 7. As much as possible,
avoid odd numbers in the
rating scale. (Studies show
that evaluators tend to
choose the neutral middle
grade more often in odd-
numbered scales.