Using Rubrics
to Enhance Learning
Connie Schroeder, Ph.D.
Center for Instructional and Professional Development
University of Wisconsin-Milwaukee
Rubrics?
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How many of you have developed and
used rubrics in your courses?
Examples of assignments
Examples of rubrics
What is the value of a rubric?
•Helps clarify to students what you expect
•Saves time in the grading process
•Allows for greater consistency and fairness
•Helps students evaluate their own work
•Helps students give constructive feedback to peers
•Helps team teachers or teaching assistants grade
consistently
•Helps teachers of sequenced courses communicate
with each other about standards and criteria
•Assists with departmental/institutional assessment
Common Questions
Q: Is a rubric a grade?
A: No. It is more specific and detailed. It identifies
strengths and weaknesses in student learning
along a continuum that are demonstrated in
student work. It may help determine a grade.
Q: Should I share the rubric with students?
A: Students should see the rubric before they begin
work on the assignment so they will know the
criteria on which they will be evaluated, learn the
qualities of good work in the field, and consciously
strive for those qualities. They become more aware
and self-directed learners, even in other classes.
Two Types of Rubrics
A. Primary Trait Analysis
 B. Matrix
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Examples of Rubrics
Primary Trait Analysis
Trait: Synthesis of Ideas

4
Presents a perspective that synthesizes the main ideas of
several readings in a way that gives more meaning to the
readings as a whole rather than if the main ideas were
presented individually.
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3
Presents a perspective that synthesizes the main ideas of
several readings. This perspective may be very general.
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2
The main idea of one reading is presented as the dominant
perspective of the paper.
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1 There is no main idea of the paper.
Matrix
Rubric
5
Distinguished
(Noun)
Quality
Background
Information
Topic
Research
Context
Terminology
Purpose/
Problem
Presents a concise
lead-in to the report.
Exceptionally clear,
concise, and
insightful
3
0
Proficient Unsatisfactory
Score
A. Primary Trait Analysis Rubric (PTA)
1. Choose an assignment.
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Why are students doing this assignment?
What do you hope they will demonstrate?
Are your objectives for the assignment clear?
2. Identify the criteria or “traits” that will
count in the evaluation of the assignment.
Use nouns or noun phrases [Examples]
-Hypothesis construction
-Synthesis of ideas
-Integration
-Description
-Argument
-Original Thought
-Analysis of findings
-Application of formulas
-Originality
-Use of Sources
-Clarity of thesis
-Supportive Evidence and Reasoning
-Organization
Nouns vs. Commands or Descriptions
Example
Trait with command and description:
 “Make inferences that are
[supported by specific information
presented in the paper.”]

Trait with noun or noun phrase:
 “Inferences”
Identifying your criteria or “traits”
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Look at your syllabus for a description of the
assignment or any assignment sheets/handouts
Review copies of student assignments and any
comments that you’ve written
What makes an “A” an “A” and how is a “B”
different?
You already use criteria in your head.
3. Create a Scale for each trait
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Construct a two- to five-point scale with
descriptive statements about each trait.
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You may include a brief example
Consider how your students will understand the
description
Avoid words such as ‘correct’ and ‘appropriate’
and ‘good’ or ‘poor.’
Example: If imaginative is a ‘trait’ how will
you decide if the work is imaginative?
Example: Scale for Trait “Synthesis of Ideas”
(with examples for students)

4
Presents a perspective that synthesizes the main ideas of
several readings in a way that gives more meaning to the
readings as a whole rather than if the main ideas were
presented individually.
Example: Urban an rural violence may differ in frequency but not in the
intensity with which they affect the lives of the people…

3.
Presents a perspective that synthesizes the main ideas of
several readings. This perspective may be very general.
Example: Violence is everywhere and affects us all.
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2
The main idea of one reading is presented as the dominant
perspective of the paper.
Example: The article, “Gangster..” deals with gang violence.
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1 There is no main idea of the paper.
A reading may be discussed, but the main idea is not related to any other
ideas.
Steps for Creating a PTA Rubric
1.
Choose an assignment.
2. Identify the criteria or “traits” that will count
in the evaluation of the assignment.

Use nouns or noun phrases
3. Create a Scale for each trait

Construct a two- to five-point scale with descriptive
statements about each trait.
B. A Matrix Rubric
1.
2.
3.
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Choose an assignment
Identify the criteria of the assignment
(Vertical Axis)
Construct a scale reflecting 2-5 levels of
performance of each criterion
(Horizontal Axis)
Example: CSU Fresno
General Education Scoring Guide for Writing
Does your rubric work?
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Try evaluating a student assignment
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Ask a colleague to review your rubric
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Does the rubric reflect the purpose of the assignment?
If not, do the rubric criteria need revision?
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Does the rubric connect to the course learning outcomes or
goals?
If not, does the assignment need to be tweaked OR do the course
learning outcomes need revision?
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Does the rubric reflect any of the mid-point learning goals?
If not, check the course learning outcomes for connection to the
mid-point learning goals.