Rubrics and General
Education
Molly Herman Baker, Ph.D.
Director, Teaching/Learning Center
Black Hawk College
What is a rubric?
• Classroom rubrics:
– Communication tool for communicating instructor
expectations
– A scoring guide for individual student performance
– An effective method to provide feedback to students
• Program rubrics:
– Method for recording a range of learning levels tied to
particular quality standards
– Communication tool for describing curricular
sequencing/progress over time
– Planning tool for curricular alignment
– Tool for identifying gaps and potential areas of shared
responsibility with other departments
Why use a program rubric?
• Assess the general level of
learning provided by a program
(e.g., 2-year degree in nursing,
general education sequence).
• Provide program faculty with
information about where
improvement is needed in the
program’s curriculum
Why use a program rubric?
• Much learning does not involve
“right answers,” but applying it to
“authentic” problems
• Tests may or may not be the best
way to measure success in
achieving a particular standard
• Much learning is about process
rather than what knowledge one
knows at a particular point in time.
• Do we want to document progress
over time, providing feedback along
the way?
Two Types of Rubrics
• Holistic rubrics assess
student work or curricular
accomplishments as a whole.
• Analytic rubrics identify and
assess components of a
finished product or program
curriculum.
Holistic Rubric Example
Level of
Performance
Description
Value
Advanced
Project runs properly.
4
Proficient
Project runs adequately.
3
Basic
Many technical problems 2
with running program
Project does not run.
1
Below Basic
Student Name:
Score =
Analytic Rubric Example
4
3
Exemplary Satisfactory
Prepared Team is
completely
prepared;has
obviously
practiced.
Speaks
Clearly
Prepared but
might have
needed more
practice.
2
Improve
Somewhat
prepared, but it
is clear
practice was
minimal.
1
Poor
Team does
not seem
prepared to
present.
4
3
2
1
Speaks
clearly and
distinctly and
mispronounc
es no words.
Speaks clearly
and distinctly
and
mispronounces
some words.
Speaks
somewhat
clearly and
distinctly and
mispronounces
some words.
Often
mumbles or
cannot be
understood.
Options for Artifacts and
Evidence
• Performance over time (e.g., projects,
collection of essays, diverse artifacts)
• Culminating performance/exhibition (e.g.,
play, athletic competition, poetry reading,
science fair)
• Products/portfolios
– Process (e.g., logs, drafts of papers, math
problems showing all work) shows learning &
progress
– Best works showcase accomplishments (e.g.,
collection of writings, art work, critical analyses of
current events, lesson plans and materials,
snapshots, videoclips, performance reviews by
peers/boss, etc.)
More Artifact Options
Assignments
Feedback on
practice
Self evaluation
Peer evaluation
Role plays
Pre and post tests
Simulation
Case studies
Portfolios
Debates
Essays
Lab notes
Presentations
Journals
Topic outlines
Research papers
Literature reviews
Where else??
Steps to Develop Programlevel Rubrics
1. Develop programmatic goals (e.g., general
education strands)
2. Articulate indicators of successful
completion of those goals (e.g., see BHC
core curriculum document)
3. Clearly identify the scoring criteria (see
example programmatic rubric rating scale &
“current practice” descriptors)
4. Select artifacts/evidence that will be
collected to document learning progress
5. Develop a curricular alignment plan and
assessment timeline.
Key Resources
• http://www.tensigma.org/rightbars/rubrics_rb1.ht
ml#Anchor-44867
(good overview of rubrics & a few examples)
• http://www.iccb.state.il.us/pt3/res/link.html
(scroll down to “Information on Rubrics” or
http://rubistar.4teachers.org/index.php )
Let’s Try One!