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    Rubrics: Useful Assessment Tools

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    Rose Dumayac
    Rubrics are useful assessment tools that can save instructors time when grading. They clearly outline the criteria and achievement levels for assignments or participation. There are two types: holistic rubrics group criteria together, while analytic rubrics address each criterion separately. When creating a rubric, an instructor should decide the criteria, achievement levels, and performance descriptions. Rubrics can also be developed interactively with students to enhance learning and give them ownership. Instructors should provide rubrics up front, have students self-assess with them, and use them to systematically grade assignments while saving on comments. Rubrics should be revised as needed and used consistently between graders.

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    Rubrics: Useful Assessment Tools

    Uploaded by

    Rose Dumayac
    321 views3 pages
    Rubrics are useful assessment tools that can save instructors time when grading. They clearly outline the criteria and achievement levels for assignments or participation. There are two types: holistic rubrics group criteria together, while analytic rubrics address each criterion separately. When creating a rubric, an instructor should decide the criteria, achievement levels, and performance descriptions. Rubrics can also be developed interactively with students to enhance learning and give them ownership. Instructors should provide rubrics up front, have students self-assess with them, and use them to systematically grade assignments while saving on comments. Rubrics should be revised as needed and used consistently between graders.

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    Rubrics: Useful Assessment Tools

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    Rubrics are useful assessment tools that can save instructors time when grading. They clearly outline the criteria and achievement levels for assignments or participation. There are two types: holistic rubrics group criteria together, while analytic rubrics address each criterion separately. When creating a rubric, an instructor should decide the criteria, achievement levels, and performance descriptions. Rubrics can also be developed interactively with students to enhance learning and give them ownership. Instructors should provide rubrics up front, have students self-assess with them, and use them to systematically grade assignments while saving on comments. Rubrics should be revised as needed and used consistently between graders.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    321 views3 pages

    Rubrics: Useful Assessment Tools

    Uploaded by

    Rose Dumayac
    Rubrics are useful assessment tools that can save instructors time when grading. They clearly outline the criteria and achievement levels for assignments or participation. There are two types: holistic rubrics group criteria together, while analytic rubrics address each criterion separately. When creating a rubric, an instructor should decide the criteria, achievement levels, and performance descriptions. Rubrics can also be developed interactively with students to enhance learning and give them ownership. Instructors should provide rubrics up front, have students self-assess with them, and use them to systematically grade assignments while saving on comments. Rubrics should be revised as needed and used consistently between graders.

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    Rubrics: Useful Assessment Tools

    Rubrics can be excellent tools to use when assessing students’ work for several
    reasons. You might consider developing and using rubrics if:

     You find yourself re-writing the same comments on several different students’
    assignments.
     Your marking load is high, and writing out comments takes up a lot of your time.
     Students repeatedly question you about the assignment requirements, even after
    you’ve handed back the marked assignment.
     You want to address the specific components of your marking scheme for
    student and instructor use both prior to and following the assignment submission.
     You find yourself wondering if you are grading or commenting equitably at the
    beginning, middle, and end of a grading session.
     You have a team of graders and wish to ensure validity and inter-rater reliability.

    What is a rubric?

    A rubric is an assessment tool that clearly indicates achievement criteria across all the
    components of any kind of student work, from written to oral to visual. It can be used for
    marking assignments, class participation, or overall grades. There are two types of
    rubrics: holistic and analytical.

    Holistic rubrics

    Holistic rubrics group several different assessment criteria and classify them together
    under grade headings or achievement levels.

    For a sample participation rubric, see the Appendix of this teaching tip. Our Responding
    to Writing Assignments teaching tip includes holistic rubrics specifically designed for
    writing assignments. See also Facione and Facione's (1994) "Holistic Critical Thinking
    Rubric [PDF]," useful in many disciplines. 

    Analytic rubrics 

    Analytic rubrics separate different assessment criteria and address them


    comprehensively. In a horizontal assessment rubric, the top axis includes values that
    can be expressed either numerically or by letter grade, or a scale from Exceptional to
    Poor (or Professional to Amateur, and so on). The side axis includes the assessment
    criteria for each component. Analytic rubrics can also permit different weightings for
    different components.

    See the Teamwork VALUE Rubric [PDF], one of the many rubrics developed by the


    American Association of Colleges and Universities, or (AAC&U). 
    How to make a rubric

    1. Decide what criteria or essential elements must be present in the student’s work
    to ensure that it is high in quality. At this stage, you might even consider selecting
    samples of exemplary student work that can be shown to students when setting
    assignments.
    2. Decide how many levels of achievement you will include on the rubric and how
    they will relate to your institution's definition of grades as well as your own
    grading scheme.
    3. For each criterion, component, or essential element of quality, describe in detail
    what the performance at each achievement level looks like.
    4. Leave space for additional, tailored comments or overall impressions and a final
    grade.

    Developing rubrics interactively with your students

    You can enhance students’ learning experience by involving them in the rubric
    development process. Either as a class or in small groups, students decide upon criteria
    for grading the assignment. It would be helpful to provide students with samples of
    exemplary work so they could identify the criteria with greater ease. In such an activity,
    the instructor functions as facilitator, guiding the students toward the final goal of a
    rubric that can be used on their assignment. This activity not only results in a greater
    learning experience, it also enables students to feel a greater sense of ownership and
    inclusion in the decision making process.

    How to use rubrics effectively

    Develop a different rubric for each assignment 

    Although this takes time in the beginning, you’ll find that rubrics can be changed slightly
    or re-used later.  If you are seeking pre-existing rubrics, consider Rhodes (2009) for the
    AAC&U VALUE rubrics, cited below, or Facione and Facione (1994). Whether you
    develop your own or use an existing rubric, practice with any other graders in your
    course to achieve inter-rater reliability.

    Be transparent

    Give students a copy of the rubric when you assign the performance task. These are
    not meant to be surprise criteria. Hand the rubric back with the assignment.

    Integrate rubrics into assignments

    Require students to attach the rubric to the assignment when they hand it in. Some
    instructors ask students to self-assess or give peer feedback using the rubric prior to
    handing in the work. 
    Leverage rubrics to manage your time

    When you mark the assignment, circle or highlight the achieved level of performance for
    each criterion on the rubric. This is where you will save a great deal of time, as no
    comments are required.

    Include any additional specific or overall comments that do not fit within the rubric’s
    criteria.

    Be prepared to revise your rubrics

    Decide upon a final grade for the assignment based on the rubric. If you find, as some
    do, that presented work meets criteria on the rubric but nevertheless seems to have
    exceeded or not met the overall qualities you’re seeking, revise the rubric accordingly
    for the next time you teach the course. If the work achieves highly in some areas of the
    rubric but not in others, decide in advance how the assignment grade is actually
    derived. Some use a formula, or multiplier, to give different weightings to various
    components; be explicit about this right on the rubric. 

    Consider developing online rubrics 

    If an assignment is being submitted to an electronic drop box you may be able to


    develop and use an online rubric. The scores from these rubrics are automatically
    entered in the online grade book in the course management system.

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