The importance of using rubrics that allows for differentiation.

During my research of differentiated instruction, I discovered the importance of using a rubric that allows for differentiation.

Rubrics provide guidelines to measure and evaluate student work. In order to achieve student success, it is important to set clear learning goals. Clear learning goals include: facts, principles, dates, and/or vocabulary that need to be include in the learning product. Clear learning goals also convey the skill(s) students need to demonstrate in the final product. A rubric can help students know exactly what they need to do in order to achieve a certain performance level and grade. 

A rubric should include:

A clear description of each performance level. This helps student understand what is expected of them. In addition, a rubric creates a dependable and impartial scoring system. A rubric should be designed for differences in students’ readiness levels. This provides students (whatever their skill or knowledge level) an opportunity to be successful.

In addition, a rubric should also consider a different learning style: 

• Visual
• Aural
• Verbal
• Physical
• Logical 
• Social 
• Solitary

By considering the differences in learning styles, a rubric should allow for different products. Some examples of different learning products include: brochures, plays, discussions, board game, flow chart, debate, research project, and many other products.

Lastly, when grading a product, using a rubric, teachers can measure: individual growth, performance and effort. Teachers are able to grade the content, knowledge, skills, processes and conceptual understanding reflected by the product.

While there are many ways to create a rubric, below is an example of a Kindergarten Writing Rubric: 

Example of a Kindergarten Writing Rubric:

Total Score /15	3 points 😊	2 points 😑	1 point 😞
Handwriting	Handwriting is excellent with no reversals (backwards letters.)	Handwriting is fair with some few reversals (backwards letters.)	Handwriting is poor with many reversals (backwards letters.)
Capital Letters/Lowercase Letters	Student appropriately uses all capital and lower-case letters when writing a sentence. Ex: I like dogs.	Student as 1 mistake with either capital or lower-case letters when writing a sentence. Ex. i like dogs.	Student as more than1 mistake with capital or lower-case letters when writing a sentence. Ex. i LiKe Dogs.
Punctuation	Student includes, and correctly uses punctuation. Ex. I see you.	Student uses punctuation, but it is not appropriate. Ex. I see you?	Student does not use punctuation. Ex. I see you
Spacing	Student uses appropriate spacing. Ex. I like to play.	The student uses inconsistent and incorrect spacing. Ex. I    like     to  play.	The student does not use any spacing. Ex. Iliketoplay.
Detailed Illustrations	The student is able to draws many details (7 or more) from a story.	The student only draws some (6 – 4) details from a story.	The student only draws a few (3 or less) details from a story.