Rubrics in Student Affairs
Carrie Zelna, Ph.D.
Director of Student Affairs Research and Assessment
NCSU
carrie_zelna@ncsu.edu
Session Outcomes
1.
Participants will be able to define the term
‘rubric.’
2. Participants will be able to describe the types
and styles of rubrics.
3. Participants will be able to articulate how
rubrics can be used to measure
learning/development outcomes.
4. Participants will be able to articulate how data
from rubrics can be used to make decisions.
Rubric: Definition and Purpose
Rubric: “a scoring tool that lays out the specific
expectations for an assignment” (Stevens & Levi, 2005, p. 3)
It is a way of organizing criteria to systematically
determine if the outcome is met based on data
gathered through papers, observation, document
analysis, or some other appropriate method.
Rubric: Types
Types of Rubrics:
Analytic (specific feedback along several
dimensions)
Holistic (single score)
General (criteria is general across tasks)
Task Specific (unique to a task)
From: http://its.monmouth.edu/facultyresourcecenter/rubrics.htm April
11, 2007
Components of a Rubric
Note** You would have already determined the
outcome(s) to be measured and the best method of
collecting data such as observation, case study,
reflection paper, etc.
Adapted from Stevens, D.D., & Levi, A.J. (2005). Introduction to Rubrics.
Stylus Publishing, LLC Sterling, VA.
Part One:
Carefully determine the implementation of
the method for gathering the information.
Who: Sample or entire population
When: Look at the calendar
How: Carefully consider questions asked or
tasks to be performed
Part Two:
Determine the dimensions of the rubricwhat do you want to measure more
specifically?
Scale Level 1
Scale Level 2
Scale Level 3
Scale Level 4
Dimension 1
Dimension 2
Dimension 3
Stevens, D.D., & Levi, A.J. (2005). Introduction to Rubrics. Stylus Publishing, LLC Sterling, VA.
Defining Dimensions
The dimensions are the criteria for your outcome.
Some examples are:
Leadership: communication, decision making, motivation, etc.
Sportsmanship: cooperate with officials, remain calm when
interacting with opposite team, no foul language, etc.
Active Listening Skills: Sits leaning slightly forward, makes
eye contact, nods, asks open ended questions, etc.
Problem Solving Skills: Identifies the problem, identifies the
available options, able to recognize the consequences for each
option, etc.
Part Three:
Determine the size of the scale to be used and the
appropriate labels based on the criteria
The scale generally is across the top of the rubric
Yes/no check list or scale of 3-5 (although some
recommend even numbers)
Scale Level 1
Scale Level 2
Scale Level 3
Scale Level 4
Dimension 1
Dimension 2
Dimension 3
Stevens, D.D., & Levi, A.J. (2005). Introduction to Rubrics. Stylus Publishing, LLC Sterling, VA.
Scale Examples (Style)
Yes, No
Beginner, Intermediate, Advanced
Exemplary, Accomplished, Developing,
Beginning
High mastery, Average mastery, Low
Mastery
Part Four:
Describe each dimension in some detail
and/or….
Describe what it should look like based on
each of the levels of the scale you have
chosen.
Sample Group Project Rubric
Collaborative Work Skills : Group Project
Teacher Name: Dr. Elling
Student Name:
________________________________________
CATEGORY
Preparedness
4
Brings needed
materials to class
and is always ready
to work.
3
Almost always brings
needed materials to
class and is ready to
work.
2
Almost always brings
needed materials but
sometimes needs to
settle down and get
to work
1
Often forgets needed
materials or is rarely
ready to get to work.
Attitude
Never is publicly
critical of the project
or the work of others.
Always has a positive
attitude about the
task(s).
Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well together.
Consistently stays
focused on the task
and what needs to be
done. Very selfdirected.
Rarely is publicly
critical of the project
or the work of others.
Often has a positive
attitude about the
task(s).
Usually listens to,
shares, with, and
supports the efforts of
others. Does not
cause "waves" in the
group.
Focuses on the task
and what needs to be
done most of the
time. Other group
members can count
on this person.
Routinely monitors
the effectiveness of
the group and works
to make the group
more effective.
Occasionally is
publicly critical of the
project or the work of
other members of the
group. Usually has a
positive attitude
Often listens to,
shares with, and
supports the efforts of
others, but
sometimes is not a
good team member.
Focuses on the task
and what needs to be
done some of the
time. Other group
members must
sometimes nag,
Occasionally
monitors the
effectiveness of the
group and works to
make the group more
effective.
Provides work that
occasionally needs
to be checked/redone
by other group
members to ensure
quality.
Often is publicly
critical of the project
or the work of other
members of the
group. Often has a
negative attitude
Rarely listens to,
shares with, and
supports the efforts of
others. Often is not a
good team player.
Working with Others
Focus on the task
Monitors Group
Effectiveness
Quality of Work
Routinely monitors
the effectiveness of
the group, and
makes suggestions
to make it more
effective.
Provides work of the
highest quality.
Provides high quality
work.
Rarely focuses on
the task and what
needs to be done.
Lets others do the
work.
Rarely monitors the
effectiveness of the
group and does not
work to make it more
effective.
Provides work that
usually needs to be
checked/redone by
others to ensure
quality.
Review the Entire Process
Once you have all the ‘Parts,’ review the
entire process from the beginning:
Outcome, method and questions/situation,
dimensions, scale and descriptions.
Will you be able to gather the necessary
data to determine where they fit on the scale
for each dimension?
Testing Your Rubric
Use a Metarubric to review your work (see pg. 94 of
Stevens and Levi [2005] for example)
Peer review- ask one of your peers to review the rubric and
provide feedback on content
Student review-ask a student to do so as well if appropriate
Test with students - use student work or observations to test
the rubric
Revise as needed
Test again
Multiple raters – norm with other raters if appropriate
Yes / No Checklist: SAS inSchool http://www.SASinSchool.com
Scoring
Individual vs. Aggregate Scores
Average Score By Dimension and Total
Total Score: Total scores may be reviewed to
get a big picture
Dimension: Dimension scores to look for
patterns
Frequency Distributions
Scale: Frequencies by scale to get a clearer
understanding of the data
Scoring the Data
ID#
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
Class
FR
SR
FR
SR
SO
FR
SO
SO
FR
JR
SO
FR
JR
FR
SO
FR
FR
FR
FR
SO
Age
19
21
18
21
19
18
20
19
18
20
20
18
20
18
22
18
19
18
18
20
Gender
F
M
F
M
F
M
M
M
M
F
M
M
F
F
M
F
M
M
M
F
Paper
Length
5
3
7
5
9
3
3
5
8
5
5
7
3
5
4
6
9
3
15
4
Total
18
17
16
16
15
14
14
13
13
13
13
13
11
10
10
10
9
9
7
7
Average Score
Separation/
Objectivity
3
3
3
3
2
3
3
2
3
2
3
2
3
2
2
2
2
2
2
1
Understanding/
Change in
SelfApplication/
Dissonance
Perspective
Perception Resolution Verification
3
3
3
3
3
3
3
3
3
2
3
3
2
2
3
3
3
2
3
2
3
3
2
2
3
3
3
2
3
0
3
3
0
3
2
2
3
2
2
2
3
3
2
2
0
2
2
2
3
2
3
2
2
2
1
3
2
2
2
2
3
3
0
2
0
2
2
2
2
0
3
2
2
2
0
3
1
2
1
1
2
1
2
1
1
3
2
1
1
0
1
1
1
1
1
2
0
1
2
1
2.526315789 2.789473684
2.368421053
totals
18
17
16
16
15
14
14
13
13
13
13
13
11
10
11
10
9
9
7
7
1.84210526 2.21052632 1.368421053 13.10526316
Frequencies
Frequencies
Scale: 3
Scale:2
Scale: 1
Scale: 0
Separation/ Objectivity
9
10
1
2
Dissonance
14
5
1
2
Understanding/ Change in Perspective
10
6
3
3
Self-Perception
2
13
3
4
Resolution
6
10
4
2
Application/ Verification
3
6
5
8
16
14
12
10
Scale: 3
8
Scale: 2
6
Scale: 1
Scale: 0
4
2
0
Separation/
Objectivity
Dissonance
Understanding/
Change in
Perspective
Self-Perception
Resolution
Application/
Verification
By Jonathan Schnyer at University Virginia
Insight Rubric for NCSU Judicial System Reflection Paper
Name: Caroline McCullen http://www.ncsu.edu/midlink/rub.pres.html
Evaluating Student
Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
1
Audience cannot
understand presentation
Organization
because there is no
sequence of information.
2
Audience has difficulty
following presentation
because student jumps
around.
3
Student presents
information in logical
sequence which
audience can follow.
4
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student demonstrates
full knowledge (more
Student is uncomfortable
Student is at ease with
than required) by
with information and is able expected answers to
answering all class
to answer only rudimentary all questions, but fails
questions with
questions.
to elaborate.
explanations and
elaboration.
Student uses superfluous
graphics or no graphics
Student occasionally uses Student's graphics
graphics that rarely support relate to text and
text and presentation.
presentation.
Student's presentation has
four or more spelling errors
and/or grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has no
misspellings or
grammatical errors.
Eye Contact
Student reads all of report
with no eye contact.
Student occasionally uses
eye contact, but still reads
most of report.
Student maintains eye
contact most of the
time but frequently
returns to notes.
Student maintains eye
contact with audience,
seldom returning to
notes.
Elocution
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student's voice is low.
Student incorrectly
pronounces terms.
Audience members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly. Most
audience members
can hear presentation.
Student uses a clear
voice and correct,
precise pronunciation
of terms so that all
audience members
can hear presentation.
Subject
Knowledge
Graphics
Mechanics
Student's graphics
explain and reinforce
screen text and
presentation.
Total Points:
Total
Apply critical thinking skills to solve problems, make informed decisions, and interpret events.
http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html Designing Rubrics for Assessing Higher
Order Thinking by William Peirce
4
3
2
1
Identifies and
summarizes the
problem/question
at issue.
Accurately
identifies the
problem/question
and provides a
well-developed
summary.
Accurately
identifies the
problem/question
and provides a
brief summary.
Identifies the
problem/
question and
provides a poor
summary or
identifies an
inappropriate
problem/question.
Does not identify
or
summarize the
problem/question
accurately if at
all.
Identifies and
assesses the
quality of
supporting
data/evidence
Provides a welldeveloped
examination of
the evidence and
questions its
accuracy,
relevance, and
completeness.
Clearly
distinguishes
between fact and
opinion.
Examines
evidence and
questions the
quality.
Distinguishes
between
fact and opinion.
Merely repeats
information
provided. Does
not justify
position or
distinguish
between fact and
opinion.
Does not identify
or
assess the quality
of supporting
evidence.
Identifies and
considers the
influence of the
context* on the
issue
Accurately
identifies and
provides a welldeveloped
explanation of
contextual issues
with a clear
sense of scope.
Accurately
identifies
and provides an
explanation of
potential
contextual
issues.
Does not explain
contextual issues;
provides
inaccurate
information; or
merely provides a
list.
Does not identify
or
consider any
contextual
issues.
Demonstrates
higher level
thinking by
interpreting the
author’s meaning
or the potential
bias
Accurately
identifies the
author’s meaning
and/or potential
bias and provides
a well-developed
explanation.
Accurately
identifies
meaning and/or
bias and provides
a brief
explanation.
Does not explain,
provides
inaccurate
information, or
merely lists
potential bias or
inferred
meanings.
Identifies and
evaluates
conclusions,
implications, and
consequences
Accurately
identifies
conclusions,
implications, and
consequences
with a welldeveloped
explanation.
Provides an
objective
Accurately
identifies
conclusions,
implications, and
consequences
with a brief
evaluative
summary.
Does not explain,
provides
inaccurate
information, or
merely provides a
list of ideas; or
only discusses
one area.
Rubric
Component
Does not identify
or evaluate any
conclusions,
implications or
consequences.
http://www.uen.org/Rubric/rubric.cgi?rubric_id=359
Service Learning Rubric
Description: Service-Learning is a teaching method that combines academic instruction, meaningful service,
and critical reflective thinking to enhance students learning and civic responsibility. Use this rubric to evaluate
your progress before, during and after your service-learning project. This rubric was modified from the World
Wise Schools Website.
4
3
2
1
Meets actual needs
Determined by
current research
conducted or
discovered by
students with teacher
assistance where
appropriate
Determined by past
research discovered
by students with
teacher assistance
where appropriate
Determined by
making a guess at
what community
needs may be
Community needs
secondary to what a
project teacher wants
to do; project
considers only
student needs or
desires
Coordinated w/community
Active, direct
collaboration with
community by the
teacher and/or
student
Community
members act as
consultants in the
project
development
Community
members are
informed of the
project directly
Community members
are coincidentally
informed or not
knowledgeable at all
Integrated academically
Service-learning as
instructional strategy
with content/service
components
integrated
Service-learning as
a teaching
technique with
content/service
components
concurrent
Service-learning
part of
curriculum but
sketchy
connections, with
emphasis on
service
Service-learning
supplemental to
curriculum, in
essence just a service
project or good deed
Facilitates reflection
Students think, share,
produce reflective
products individually
and as group
members
Students think,
share, produce
group reflection
only
Students share
with no
individual
reflective
projects
Ran out of time for a
true reflection; just
provided a summary
of events
Uses academics in real world
All students have
direct application of
new skill or
knowledge in
community service
All students have
some active
application of new
skill or knowledge
Some students
more involved
than others or
little community
service
involvement
Skill knowledge used
mostly in the
classroom; no active
community service
experience
Develops caring
Reflections show
affective growth
regarding self in
community and the
importance of
service
Reflections show
generic growth
regarding the
importance of
community service
Reflections
restricted to pros
and cons of
particular service
project regarding
the community
Reflections limited to
self-centered pros
and cons of the
service project
Improves quality of life
Facilitate change or
insight; help alleviate
a suffering; solve a
problem; meet a
need or address an
issue
Changes enhance an
already good
community
situation
Changes mainly
decorative, but
new and unique
benefits realized
in community
Changes mainly
decorative, but
limited community
benefit, or are not
new and unique
Rubistar – A Free Web-Based Rubric Template Generator
http://rubistar.4teachers.org/index.php
References/Resources
Huba and Freed (2000) Learner-Centered
Assessment on College Campuses.
Stevens and Antonia (2005) book Introduction to
Rubrics. Stylus Publishing, LLC.
http://its.monmouth.edu/facultyresourcecenter/rubrics.htm
SAS inSchool http://www.SASinSchool.com