Rubrics presentation by Sharon Kerrick

“A, B, C”… it’s as easy as“1, 2, 3”
That’s how easy Rubrics can be!
Dr. Sharon Kerrick
Exactly what is a rubric?
• In general a rubric is a scoring guide used in
subjective assessments.
• A rubric implies rules defining the criteria of
an assessment system followed in evaluation.
• A rubric can be an explicit description of
performance characteristics
corresponding to a point on a rating scale.
• A scoring rubric makes explicit expected
qualities of performance on a rating scale
or the definition of a single scoring point
on a scale.
Who uses Rubrics?
• Audience– how & why do you use them?
(This is not a Trick question ---we just want to hear how
folks are using them currently)
What do they look like????
Project Rubric (handout)
Student Presentations Rubric
Why use “it” ?…
• “Research shows that rubrics save
professors’ time
–while conveying meaningful and
timely feedback for students;
–AND promoting self-regulated and
independent learning.”
Why now…?
• “Increasingly, rubrics are being used in
college classrooms to improve the
effectiveness and the efficiency of
• By making our grading criteria more
transparent, a well-thought-out rubric
can both enhance student learning and
save professors time”
What else…
• A rubric is a scoring guide that seeks to
evaluate a student's performance based
on the sum of a full range of criteria
rather than a single numerical score.
• A rubric is a working guide for students
and teachers, usually handed out before
the assignment begins in order to get
students to think about the criteria on
which their work will be judged.
• Rubrics can be created for any content
area including math, science, history,
business, writing, foreign languages,
drama, art, music, etc…
• Rubrics can be potentially be used to
grade any assignment or task: research
papers, book reviews, participation in
discussions, laboratory work,
portfolios, oral presentations, group
work, etc…
Pro’s & Con’s
• Use the Flip Chart paper at your table and
record a list of “Pro’s” and “Con’s” regarding
using Rubrics
There are many ADVANTAGES
using rubrics:
Professors can increase the quality of their
direct instruction by providing focus,
emphasis, and attention to particular
details as a model for students.
Students have explicit guidelines
regarding professors expectations.
What's the difference between analytic
and holistic rubrics?
• Analytic rubrics identify and assess
components of a finished product.
• Holistic rubrics assess student work
as a whole.
Now, let’s talk about the variety of
ways rubrics may be set up
Categories of accumulated points
Notecard category style
Levels designated for mastery
Development stages
Scoring rubric
This list is not all encompassing or inclusive
Categories of accumulated points
Use for Peer Assessments
Essay Research Rubric
Essay/ Papers Reviewed
Physics Lab Rubric
Think about level of scoring ---Even numbered items allows
falling in the “middle” –old forces decision of assessment
Group Projects
Consolidated project peer evaluations may be worth X% contributing to Y% of
overall team project grade --- Recommended that peer evaluations used/turned in
throughout project not just at the end
Scoring Rubric
• Experts believe that rubrics improve
students' end products and
therefore increase learning.
• When teachers evaluate papers or
projects, they know implicitly what
makes a good final product and
• When students receive rubrics
beforehand, they understand how
they will be evaluated and can
prepare accordingly.
• Developing a grid and making it
available as a tool for students' use will
provide the scaffolding necessary to
improve the quality of their work and
increase their knowledge.
Getting started…
1. Think through your learning objectives.
2. Decide what kind of scale you will use.
1. Analytic/Holistic
2. 4-point scale, 6-point scale– even # scales forces
a decision point, or use letter grades, words such
as “meets”/”exceeds”/”does not meet”
3. Describe the characteristics of student work
at each point on your scale.
4. Test your rubric on student work.
Bloom’s taxonomy
• Level Type of Activity or Question Verbs Used for
Lowest level: Knowledge: fine, memorize, repeat,
match, record, list, recall, name, relate, collect, label,
specify, cite, enumerate, recite, tell, recount
Comprehension: restate, summarize, differentiate,
discuss, describe, recognize, explain, express, identify,
locate, report, retell, review, translate, paraphrase
Application: exhibit, solve, manipulate, interview,
simulate, apply, employ, use, demonstrate, dramatize,
practice, illustrate, operate, calculate, show, experiment
Bloom’s taxonomy
• Higher levels
Analysis: interpret, classify, analyze, arrange, differentiate, group,
compare, organize, contrast, examine, scrutinize, survey, categorize,
dissect, probe, create an inventory, investigate, question, discover,
inquire, distinguish, detect, diagram, chart, inspect
Synthesis: compose, set up, plan, prepare, propose, imagine,
produce, hypothesize, invent, incorporate, develop, generalize,
design, originate, formulate, predict, arrange, assemble, construct,
Evaluation: judge, assess, decide, measure, appraise, estimate,
evaluate, rate, deduce, compare, score, value, predict, revise, choose,
conclude, recommend, determine, criticize, test
Learning Objectives
What type of Rubric will you use?
University of Louisville- QEP – rubrics
BUT WAIT….You guys have
something even better….
• Sharepoint link with examples are ALREADY
loaded and ready for you to use!!! WOW!!
Thank you for your attention!
• Northwest Regional Educational Laboratory (NWREL)