RUBRICS
WORKSHOP OUTCOMES
• Participants will evaluate different types of rubrics and what will work best for their program
outcomes.
• Participants will begin developing a rubric for the learning outcome.
REVIEW OF ADVANTAGES OF RUBRICS
Advantages of Rubrics
• Makes scoring easier and faster
• Rubrics can make scoring more accurate, unbiased, and consistent
• Describes the criteria that will be used to evaluate student assessment practices
• Allows for flexibility in assessment tools across class assignments
• Clarifies vague, fuzzy goals
• Help students understand your expectations and to self-improve
• Inspire better student performance
• Improve feedback to students and faculty
EVALUATING TYPES OF RUBRICS
• Checklist Rubrics: Simple list indicating the presence of the things you’re looking for in a
completed assignments
• Rating Scale Rubric: Checklist with a rating scale added to show the degree to which the things
you are looking for are present in completed assignments
• Descriptive Rubrics: Replace the check boxes in Rating Scale with brief descriptions of the
performances that merit each the rating
• Holistic Scoring Guide: Short narrative descriptions of the characteristics of outstanding,
acceptable, and unacceptable work
• Structured Observation Guides: Rubric without a rating scale
In your group: Evaluate the Strengths and Weaknesses of your assigned rubric. Also list how
such a rubric could be used to assess learning in your program.
CHECKLIST RUBRIC A WEB SITE
The purpose of the site is obvious.
 The site’s structure is clear and intuitive.
 Titles are meaningful.
 Each page loads quickly.
 The text is easy to read.
 Graphics and multimedia helps convey the site’s main points.
 The design is clear, uncluttered and engaging.
 Spelling, punctuation, and grammar are correct.
 Contact information for the authors or sponsor is given.
 The date each page was last updated is provided.
RATING SCALE RUBRIC FOR AN ORAL
PRESENTATION
The Presenter…
Clearly stated the purpose of the presentation was well organized
Was knowledgeable about the subject
Answered questions authoritatively
Spoke clearly and loudly
Maintained eye contact with the audience
Appeared confident
Adhered to time constraints
Had main points that were appropriate to the central topic
Accomplished the stated objectives
Strongly
Agree
Agree
Disagree
Strongly
Disagree
RATING SCALE RUBRIC FOR AN
INFORMATION LITERACY ASSIGNMENT
Outstanding
Identify, locate, and
access sources of
information
Critically evaluate
information, including
its legitimacy, validity,
and appropriateness
Use information to
answer questions and
solve problems
Clearly articulate
information and ideas
Very Good
Adequate
Marginally
Adequate
Inadequate
Not
Applicable
RATING SCALE RUBRIC FOR EVALUATING
FELLOW GROUP MEMBERS
This group member
Did his or her fair share of the work
Participated actively in the group’s activities
Contributed useful ideas, suggestions, and comments
Listened carefully
Was considerate of others and appreciated their ideas
Asked others to clarify their ideas if necessary
Expressed disagreements respectfully
Tried to help the group reach consensus
Helped the group stay on topic
Almost
Always
Often
Sometimes
Rarely
RATING SCALE RUBRIC FOR HEALTH EDUCATION
FIELD EXPERIENCE SUPERVISORS
Evaluate the student under your supervision using the following scale:
5
Superior for an entry-level health educator
4
Slightly better than an entry-level health educator
3
Acceptable for an entry-level health educator
2
Slightly less than an entry level-health educator
1
Seriously deficient
N/O
Not sufficient observation for evaluation
5
Access, use, and evaluate current, reliable health knowledge
Demonstrate word processing skills
Demonstrate problem-solving skills
Develop appropriate educational materials
Demonstrate teaching skills
Sensitive to individual differences
Develop a professional network
4
3
2
1
N/O
DESCRIPTIVE RUBRIC: IE CHARTS
1- Beginning
Program Purpose
Statement
Program Goals
Yearly Stats and
Data
2 - Developing
3 - Good
No purpose
statement
Purpose statement is
Purpose statement
present, but is
contains precise language
imprecise as to how
as to how it connects to
it connects to the
the LETU’s vision and
LETU’s vision and
mission.
mission.
No Program
Goals Stated
Few program goals
Many program goals are
are present, but are
present. They are linked
not linked to
to institutional or
institutional or
school-level goals
school-level goals
No yearly stats or Only current year’s
data collected
data is provided
Most goals have
longitudinal data from at
least three years
4 - Exemplary
Purpose statement
contains precise language
as to how it connects to
the LETU’s vision and
mission. Is linked to the
teleological reason, the
“Why”, is linked to
Kingdom of God.
Comprehensive program
goals are present
covering student, faculty,
and other program goals
(research, symposiums,
partnerships, etc.) They
are linked to institutional
or school-level goals
All goals have longitudinal
data from at least five
years
HOLISTIC SCORING GUIDE FOR
STUDENTS IN A BALLET PROGRAM
A: Active learner – Enthusiastic – Very energetic – Fully engaged in every class – Able to accept corrections – Able
to make and synthesize corrections – Able to maintain corrections – Able to self-assess – Shows continuous
improvement in major problem areas – Connects movement sequences well – Demonstrates strong dynamic
phrasing – Continuously demonstrates correct epaulment – Demonstrates advanced understanding and applies
correct alignment, fully extended classical line, full use of rotation, and use of classical terminology
B: Active learner – Enthusiastic – Energetic – Engaged in every class – Able to accept corrections – Able to make
and synthesize corrections – Able to maintain most corrections – Able to self-assess – Shows improvement in
major problem areas – Connects movement sequences relatively well – Demonstrates adequate dynamic phrasing
– Generally demonstrates correct epaulment – Demonstrates understanding and generally applies correct
alignment, classical line, and use of classical terminology
C: Active learner but not fully engaged in class –Able to accept most corrections – Not quite able to make and
synthesize corrections – Not yet able to maintain most corrections – Unable to self-assess – Shows improvement
in major problem areas – Connects some movement sequences – Demonstrates limited dynamic phrasing –
Working toward correct epaulment – Working on understanding and applying correct alignment, classical line, and
use of classical terminology
STRUCTURED OBSERVATION GUIDE
FOR A ONE-ACT PLAY
The effectiveness of each of the
following in conveying the production’s
meaning or theme:
Pace and Rhythm
Characterizations
Stage presence and business
Stagecraft: Costume, lighting, set, and sound
designs
Creative vision and risk taking
“Sparkle” and audience engagement
Total integrated production effect
Notes
DEVELOPING RUBRICS
• Look for Models: Do not start from Scratch
• List the Things You Are Looking For:
– Effective rubrics generally have 3-8 criteria
– Use Clear, Concrete Terms
• Leave Room for the Ineffable items and the Unexpected
• Create a Rating Scale
– Create at least three levels
– Label each level with names, not just numbers
– If you are developing a descriptive rubric, fill in the boxes
• Try out the Rubric: Make adjustments based on use
QUESTIONS TO ASK IN DEVELOPING
RUBRICS
• Why are we giving students this assignment? What are its key learning goals? What do we
want students to learn by completing it?
• What are the skills we want students to demonstrate in this assignment
• What are the characteristics of good student work?
• What specific characteristics do we want to see in completed assignments?
RUBRICS WITHIN THE ASSESSMENT
FRAMEWORK
• Hope-Filled: Provides the guidance to students to realization of what they are to be in the
promised future to come.
• Shalom-Focused: Promotes justice in grading by attempting to make it more objective.
• Love-Infused: Rubrics demonstrate love to students by removing fear on grading process.
GROUP ACTIVITY
• Choose one SLO from your program.
• Describe what rubric is best for the SLO.
• Develop a rating scale and categories
• If you have a current rubric, state what learning outcome the rubric assesses.
• Evaluate the clarity of rubric and categories.
NEXT WEEK
• Last Assessment Workshop. We will discuss how to use this data to develop plans that lead
your program closer to Shalom.