Developing a Rubric for Assessment

What is a rubric? A scoring tool that lays out specific expectations for an assignment.

Divides assignments into component parts.

Provides a detailed description of what constitutes acceptable levels of

performance for each part.

Can be used for grading variety of assignments.

Used to get consistent scores across all students.

Allows students to be more aware of the expectations for performance

and consequently improve their performance.

Do you need a rubric? YES- a rubric is a flexible tool that can be used to measure student learning

related specifically to course objectives.

YES- rubrics provide descriptions of each score level, it is easier to use a rubric

to grade consistently across students.

YES- students are aware of expectations before they start an assignment.

YES- eliminates the need to occupy an entire class session with a discussion of

assignment requirements.

What are the Parts of a Good Rubric?Good rubrics tend to have four basic parts:

The assignment or task description

A scale or levels of achievement and/or points

The dimensions of the assignment- skills involved

Descriptions of what constitutes each level of performance

Step 1: Clearly define the assignment

Consider the topic, the process that the

students will work through + the product they

are expected to produce.

Step 2: Consider what learning outcomes (criteria) will be assessed

Often with a project, students are expected to

demonstrate several course outcomes.

For example, outcomes related to writing + critical

thinking may be assessed, as well as more discipline-

specific outcomes.

Step 3: Establish clear + detailed descriptions for each performance level for each criteria

Determine what the different levels of performance look

like within each criteria

Give examples of high, mid and low performers

Begin by describing the highest level of performance

Use specific language for performance level

descriptors

Step 4: Test drive your new rubric

Sample a few examples of student work from

previous semesters to see if the rubric yields a

consistent score.

How do rubrics enhance student learning?

When students are made aware of the rubrics

prior to instruction + assessment, they know the

level of performance expected and they are

more motivated to reach those standards.

Using rubrics for assessment Share your rubric with students before they complete an

assignment. This will help them understand the

performance standards.

Rubrics provide both a grade (summative) + detailed

feedback to improve future performance (formative).

Rubrics promote student self-assessment- making them

more responsible for their learning + performance.

Scales vs. Rubrics

Below Below ExpectationExpectation

Meets Meets ExpectationExpectation

Exceeds Exceeds ExpectationExpectation

CitationsCitations XX

Scales vs. RubricsBelow Below ExpectationExpectation

Meets Meets ExpectationExpectation

Exceeds Exceeds ExpectationExpectation

CitationsCitations The paper fails to cite The paper fails to cite sources using a sources using a consistent, formal, consistent, formal, citation style. citation style.

Most follow a Most follow a consistent style, consistent style, although some contain although some contain minor errors or minor errors or incomplete incomplete information.information.

All citations are All citations are complete, accurate, complete, accurate, and consistently and consistently conform to a formal conform to a formal style.style.

Assessment Scale

Criteria Poor Marginal Fair Good Excellent Introduction: Adequate literature review; sound rationale; clear statement of hypothesis/hypotheses

1 2 3 4 5

Method: Appropriate for hypothesis/hypotheses; adequate descriptions of participants, design, materials, and procedure.

1 2 3 4 5

Results: Appropriate use of statistics; adequate description of analyses

1 2 3 4 5

Discussion: Clear evaluation of hypothesis/hypotheses; connect to literature review/theory/ appropriate discussion of limitations, implications, and recommendations

1 2 3 4 5

Poster Style and Format: Well-organized; visually appealing, appropriate information density; readable font size and graphics; effective use of figures and illustrations

1 2 3 4 5

Assessment Rubric

Student Learning Outcomes + Rubrics- Course Descriptions

CE 2411 Web I

Explore the creative possibilities for interactive design and art making

that the web opens up with an introduction to XHTML, the basic

framework of web design and Cascading Style Sheets (CSS) – the key

to page layout and formatting – essential for the control and design of

a quality website. Using these building blocks, create a basic, multi-

page website, and address information architecture, file

compression, importing | exporting, linking and more.

Student Learning Outcomes + Rubrics- Student Learning Outcomes

At the conclusion of this course, students will be able to:

Create well-organized, styled + standards-compliant web sites.

Understand basic XHTML/CSS code + effectively utilize this code.

Design optimized graphics for the web.

Understand browser compatibility + contemporary web trends.

Gain a critical understanding of the process of developing resources for the web.

Develop skills in project planning, information architecture, teamwork + oral presentation.

Explore new approaches to web design; develop critical thinking, writing + research skills.

Develop professional portfolios.

Student Learning Outcomes + Rubrics- Student Learning Outcomes 2

At the conclusion of this course, students will be able to:

Create well-organized, styled + standards-compliant web sites. DESIGN AESTHICS

Understand browser compatibility + contemporary web trends. INFORMATION DESIGN

Explore new approaches to web design; develop critical thinking, writing + research skills.

INFORMATION DESIGN

Develop skills in project planning, information architecture, teamwork + oral presentation.

PRESENTATION

Develop professional portfolios. PRESENTATION

Understand basic XHTML/CSS code + effectively utilize this code. TECHNICAL

Design optimized graphics for the web. TECHNICAL

Gain a critical understanding of the process of developing resources for the web. TECHNICAL

Student Learning Outcomes + Rubrics- Web I Assessment Rubric

Using Rubrics

All assignments should be scored using the rubric.

Discuss scores with students after initial assignment- demonstrate how rubric was used + the correlation between their final score + the rubric criteria .

Practice

‘Select’ a rubric that is currently being used:

Is it a rubric or a scale?

Are there multiple descriptions of the criteria (at least 3)?

Are the descriptions clear and easy to use?

Would other faculty agree on the descriptors?

Where to start Get ideas by looking at what others have done.

Lots of sample rubrics for many disciplines at:

http://www.winona.edu/air/rubrics.htm

Online tool for developing rubric (with more samples):

Rubistar for Teachers: http://rubistar.4teachers.org/index.php

Online module for using the Rubistar at:

http://www.vcu.edu/cte/resources/videos/Rubistar_tutorial/index.html