Assessment Rubrics
Los Angeles City College Assessment Team
Learning Outcomes are:

clearly stated expectations for student
learning: How students demonstrate what
they have learned
Learning Outcomes are NOT




Test scores
Grade distributions
Graduation percentages
Objectives
Assessment is



Analysis of the evidence of the degree to
which expectations for student learning are
met
Planning improvements based on analysis
Institutional in scope
Assessment vs. Grading

Assessment





Collaborative activity
Not done for each course
Not done for each
student
Not done each semester
No deadline for
completion

Grading




Solitary activity
Done for each student
Done each semester
Completed within 2
weeks of semester’s end
Rubric

A scoring tool that lays out the specific
expectations for an assignment or for other
assessment purposes.
Information in this presentation is adapted from Introduction to Rubrics by Dannelle
D. Stevens and Antonia J. Levi, 2005.
Why use rubrics?






Rubrics provide timely feedback.
Rubrics prepare students to use detailed feedback.
Rubrics encourage critical thinking.
Rubrics facilitate communication with others.
Rubrics help us to refine our teaching methods.
Rubrics level the playing field.
Parts of a rubric




Task Description (Outcome)
Scales (Levels of Performance or
Competency)
Dimensions (Primary Traits of
Evaluation/Criteria)
Performance Descriptors (Qualifying
Statements)
Basic Rubric
Task Description
(Outcome)
SCALE LEVEL 1
SCALE LEVEL 2
SCALE LEVEL 3
Dimension 1
(Criteria)
Performance
Level
Performance
Level
Performance
Level
Dimension 2
(Criteria)
Performance
Level
Performance
Level
Performance
Level
Dimension 3
(Criteria)
Performance
Level
Performance
Level
Performance
Level
Dimension 4
(Criteria)
Performance
Level
Performance
Level
Performance
Level
Task Description (Outcome)
The task description involves some sort of
performance by the student. What do you
expect students to do with the knowledge
they receive in your class?
Example Outcome 1

Photography 28
Create a single photographic print from a
camera original and prepare it for
presentation.
Example Outcome 2

Child Development 2
In response to a specific observation (environment,
curriculum, or adult/child interaction), students will
observe an early childhood education program and
write an evaluative report of their findings.
Scale
The scale describes how well or poorly any
given task has been performed.
General guidelines:
• Scale descriptors should be tactful but clear
• Three levels of performance is usually sufficient at
least in the beginning
• Five levels of performance should be the absolute
maximum
Scale Examples
•
•
•
•
•
Exemplary, Acceptable, Unacceptable
Proficient, Developing, Emerging
Outstanding, Satisfactory, Unsatisfactory
High, Average, Low
Excellent, Average, Weak
Dimensions/Criteria
•
•
•
describe the criteria that will be used to
evaluate the work that students submit as
evidence of their learning.
can also convey the relative importance of
each of the criteria.
provide students with information on how
their work will be evaluated and the relative
importance of the skills they need to
demonstrate.
Criteria Example 1

Photography 10

All photographic work, including negatives and
prints, must be current work produced by the
individual student for the course. The negatives
should demonstrate proficiency with camera
operations including focus and exposure, and the
film should be properly developed with correct
darkroom procedures. The prints should
demonstrate printing proficiency, including proper
exposure, contrast control and cleanliness. The
photofinishing should demonstrate precision.
Criteria Example 2

Child Development 2



Using the NAEYC Developmentally Appropriate Practice guidelines
for their evaluations, students will evaluate an early childhood
education program that they will visit and report on program
components (as they relate to the assignment given: environment,
curriculum, or adult/child interaction) that meet the national
standards and program components or need improvement.
Observations will be clearly stated descriptions and interpretations.
Students will use at least four concrete examples.
Papers will be typed, with logical paragraph construction and contain
fewer than five grammatical, spelling, or format errors.
Levels of Performance


This area provides a description of what
constitutes each level of performance in the
rubric.
The performance descriptors offer specific
feedback on the dimensions of the task.