Constructing Good Courses :
Designing Rubrics
Jodi Welsch
CTEAG Sessions 2008
Questions
•
•
•
•
What is a rubric?
When should I use a rubric?
How can I develop a rubric?
How can a rubric help me, as an
instructor?
• How can a rubric help my students?
What is a Rubric?
• A set of explicit expectations or criteria
– Description of varying levels of performance
• Systematic method of scoring student
work
– Increases reliability and validity of course
assessments
Holistic Rubric
Exemplary = 24
Proficient = 22
Acceptable= 20
Weak= 18
Unacceptable = 16
The presentation
addresses the assigned
genre. The genre is
introduced with a clear
definition. All
characteristics of the
genre and any
subcategories are
identified and explained.
Multiple examples are
used to illustrate the
genre. A variety of
suggestions are provided
regarding use of the
genre in the classroom.
A bibliography 10 books
from the genre is
provided in correct APA
format. The
presentation is wellorganized, well-written
and visually attractive.
The presentation
addresses the assigned
genre. The genre is
defined. Characteristics
and subcategories are
identified and explained.
At least 2 examples of
the genre are presented.
At least 2 suggestions
for classroom use
included. A bibliography
of 10 books is provided.
The presentation
addresses the assigned
genre. The genre is
defined. Characteristics
and subcategories are
identified. An example
of the genre is
presented. A suggestion
for classroom use is
included. A bibliography
of less than10 books is
provided.
The presentation
addresses the assigned
genre. Characteristics or
subcategories are
identified. The
presentation lacks
examples or
instructional
suggestions. A partial
bibliography is
provided.
The presentation does
not address the assigned
genre. Characteristics or
subcategories of the
genre are not clearly
identified. Examples
and instructional
suggestions are not
included. A genre
bibliography is missing.
Analytic Rubric
Category
(Exemplary ) 4
(Good) 3
(Marginal) 2
(Unacceptable) 1
Quality of Information
Information clearly relates to
the main topic and adds new
concepts, information. It
includes several supporting
details and/or examples.
Consistently establishes
source documentation for
ideas.
Information clearly
relates to the main
topic. It provides at
least 1 supporting
detail or example.
Occasionally provides
documentation.
Information clearly relates
to the main topic. No
details and/or examples
are given. Provides
documentation when
requested.
Information has little or
nothing to do with the
main topic or simply
restates the main concept.
It does not advance the
discussion. Does not
provide documentation for
sources.
Critical Thinking
Enhances the critical thinking
process consistently through
reflection and questioning of
self and others; is a quality
response that advances
thoughts forward; adds to the
discussion/ is a critical
response.
Some critical thinking
and reflection is
demonstrated in
discussion by the
writer/responder
Responds to questions
but does not engage in
premise reflection
Does not respond to
questions pose by the
facilitator.
Collaboration
Encourages and facilitates
interaction among members of
the online community.
Reflects and evaluates own
practices. Encourages
colleagues to evaluate their
teaching.
Responds to other
members of the online
community. Reflects
on own practices.
Limited interactions or
responses to other
members of the online
community.
Responds to the
discussion facilitator only.
No interaction with peers
Professional Language
Professional vocabulary and
writing style are used
consistently throughout the
discussion.
Professional
vocabulary and writing
style are used
frequently throughout
the discussion.
Professional vocabulary
and writing style are used
occasionally throughout
the discussion.
Professional vocabulary
and writing style are not
used.
Timeliness
One thread and two
responses posted within time
frame
One thread and one
response on time.
One response late
Thread or two responses
late.
Thread and responses
late
Five Reasons to Use Rubrics
1. Rubrics tell students they must do a careful job. Information on the
expected quality of the task performed is given to students.
2. Rubrics set standards. Students know in advance what they have to
do to achieve a certain level.
3. Rubrics clarify expectations. When levels are described in clear
language, everyone knows what is required. The quality of student
work will improve.
4. Rubrics help students take responsibility for their own learning.
Students use rubrics to help study information the teacher values.
5. Rubrics have value to other stakeholders. Anyone (including
colleagues, parents and community members) seeing a rubric and a
student score based on that rubric knows what content was mastered
by that student.
When to use a Rubric?
• Performance assessment
– Product or performance that requires student
to demonstrate learning
• Examples
–Visual products
– Written compositions
–Performances
– Oral presentations
– Projects
– Problem-solving activities
Developing a Rubric
•
•
•
•
•
Task
Criteria
Levels of Performance
Share
Evaluate
Task
•
Does the task truly
match the outcome(s)
you're trying to
measure?
•
Does the task require
the students to use
critical thinking skills?
–
Consider Bloom’s
Taxonomy
• Does the assessment use
engaging tasks from the "real
world”?
• Are the tasks fair and free from
bias?
• Will the task be credible?
• Is the task feasible?
•
Is the task a worthwhile
use of instructional time?
• Is the task clearly defined?
Task Description
• To ensure clarity, task descriptions for
students should include:
– outcome(s)
– clear instructions
– assessment conditions
– resource materials
– format of response (e.g., oral report, written report)
– scoring criteria
• Goal
– Students will communicate
information and ideas
effectively.
• Learning Objective
– Students will demonstrate
the ability to write clear,
concise explanation of
concepts, using correct
grammar, syntax, spelling
and word usage.
• Activity
– Write a summary report on
an article.
• Task Description
– This assignment will require you
to demonstrate your ability to
write clear, concise explanation
of concepts, using correct
grammar, syntax, spelling and
word usage.
– You will select an article related
to our current class topic from a
peer-reviewed journal. After
reading the article, you will write
a report that summarizes the
major concepts of the article.
– This summary should be at least
3 pages long and should be
submitted to Blackboard by
Friday. Using the rubric, it will
be scored based on your
explanation of the concepts and
the quality of your written work.
Criteria
• Identify the expected elements within this
task
• Identify possible levels of performance
– 3-5 are typical
• Craft descriptions
– Exemplary work
– Lower levels
•
Task Description
–
•
This assignment will require you to demonstrate your ability to write
clear, concise explanation of concepts, using correct grammar, syntax,
spelling and word usage. You will select an article related to our current
class topic from a peer-reviewed journal. After reading the article, you
will write a report that summarizes the major concepts of the article.
This summary should be at least 3 pages long and should be submitted
to Blackboard by Friday. Using the rubric, it will be scored based on
your explanation of the concepts and the quality of your written work.
What are the criteria that will be examined in this
assignment?
Will the rubric be holistic or analytic?
How many levels of performance?
What would different levels of performance look like?
•
•
•
–
Exemplary work?
CATEGORY
Advanced = 3
Proficient = 2
Basic = 1
Unacceptable = 0
All sources (information
and graphics) are
accurately documented in
the desired format. The
article selected is closely
related to the current topic.
All sources (information
and graphics) are
accurately documented,
but a few are not in the
desired format. The
article selected is related
to the current topic.
All sources (information
and graphics) are
accurately documented,
but many are not in the
desired format. The
relationship between the
article and the current
topic is limited.
Sources are not
accurately documented,
Quality of
Information
Information from the
article is clearly
summarized. The main
concepts and several
supporting details are
included. .Clear and
concise language is used
to explain the concepts.
Information from the
article is summarized.
The main concepts and
1-2 supporting details
are included. The
concepts are explained.
Information from the
article is limited. The
main concept is
explained. No details are
given.
Information has little or
nothing to do with the
article.
Mechanics
No grammatical,
Spelling or punctuation
errors.
Almost no grammatical,
spelling or punctuation
errors
A few grammatical
spelling, or punctuation
errors.
Many grammatical,
spelling, or punctuation
errors.
Sources
The article is not related to
the current topic.
Created using RubiStar ( http://rubistar.4teachers.org )
Sharing Rubrics
• A rubric can be a powerful communication
tool.
– Self
– Students
– Colleagues
• Task descriptions and rubrics should be
shared with students before assessment
Evaluating Rubrics
• Use for student self assessment
• Revisions
– How did the rubric reflect:
• Course goals?
• Dimensions of student performance?
• Clear expectations?
– Could the rubric be used easily by others?
– Was the rubric effective in measuring
learning goals?
Answers
•
•
•
•
What is a rubric?
When should I use a rubric?
How can I develop a rubric?
How can a rubric help me, as
an instructor?
• How can a rubric help my
students?
Web Resources
• Rubistar
http://rubistar.4teachers.org/index.php
• Teach-nology
http://www.teach-nology.com/web_tools/rubrics/
• Scholastic
http://www.sites4teachers.com/links/redirect.php?url=http://teacher.scholastic.
com/tools/rubric.htm
• Kathy Schrock’s Guide for Educators
http://school.discoveryeducation.com/schrockguide/assess.html
• ASU Assessment Web
http://universityevaluation.asu.edu/fmi/iwp/cgi?-db=LCE_tools&loadframes
Resources
• Andrade, H., & Du, Y. (2005). Student perspectives on rubricreferenced assessment. Practical Assessment, Research and
Evaluation, 10, 3.
• Andrade, H. (2000). Using rubrics to promote thinking and learning.
Educational Leadership, 57,5. 13-18.
• Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom.
Thousand Oaks, CA: Corwin Press.
• Montgomery, K. (2001). Authentic tasks and rubrics: Going beyond
traditional assessments in college teaching. College Teaching, 50, 1.
34-39.
• Stevens, D. & Levi, A. (2005). Introduction to rubrics. Sterling, VA:
Stylus Publishing.