Making Assignment Expectations Clear:
Create a Grading Rubric
Barb Thompson
Communication Skills
Libby Daugherty
Assessment FOR Student Learning
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Learning Outcomes
After attending this presentation, you should
be able to
 name the three essential parts of a rubric,
 construct a rubric for a specific
assignment, and
 use your rubric to evaluate the assignment
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Today’s Learning
What Is a Rubric?
Rubric Construction
Rubric Language
Bloom’s Taxonomy
Helpful Links
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What Is a Rubric?
Scoring guide
Essential features
evaluative criteria
definitions
strategy
Source: Center for Research on Education, Diversity, & Excellence
(University of California at Berkeley)
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Constructing a Rubric
•
State criteria for assignment.
•
Identify levels of achievement
•
Describe criterion
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Sample criterion description (Job
objective on a resume):
Job Objective
Excellent
Adequate
Ineffective
Job objective refers to a specific
position, is clearly worded, and
indicates what duties the applicant will
perform in the position
Job objective refers to a general
position and is clearly worded
Job objective is vague, unclear, or
omitted
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Rubric Language
Excellent – mastery of literary conventions
Good – usually follows literary conventions
Fair – frequent lapses in use of literary
conventions
Poor – little or no attempt to follow literary
conventions
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Bloom’s Taxonomy
Cognitive levels of mastery
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Knowledge
Recall data or information.
Examples: Recite a policy. Quote
prices from memory to a customer.
Repeat the safety rules.
Key Words: define, describe, identify,
label, list, match, name, outline,
reproduce, select, state
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Comprehension
Demonstrate understanding of the meaning,
translation, and interpretation of instructions
and problems.
Examples: Explain in your own words the
steps for performing a complex task.
Translate an equation into a computer
spreadsheet.
Key Words: convert, explain, interpret, give
examples, paraphrase, summarize, translate
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Application
Use a concept in a new situation or
unprompted use of an abstraction. Apply
what was learned in the classroom into
novel situations in the work place.
Examples: Use a manual to calculate an
employee’s vacation time. Apply laws of
statistics to evaluate the reliability of a
written test.
Key Words: apply, demonstrate, modify,
operate, predict, prepare, produce, relate,
show, solve, use
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Analysis
Separate material or concepts into component
parts so that its organizational structure may be
understood. Distinguish between facts and
inferences.
Examples: Troubleshoot a piece of equipment
by using logical deduction. Explain logic fallacies
in reasoning.
Key Words: analyze, break down, compare,
contrast, diagram, deconstruct, differentiate,
distinguish, outline, relate, separate
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Synthesis
Build a structure or pattern from diverse
elements. Put parts together to form a whole,
with emphasis on creating a new meaning or
structure.
Examples: Design a machine to perform a
specific task. Integrate training from several
sources to solve a problem.
Key Words: compile, compose, create, devise,
design, generate, organize, plan, rearrange,
reconstruct, reorganize, revise
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Evaluation
Make judgments about the value of ideas or
materials.
Examples: Select the most effective
solution. Hire the most qualified candidate.
Explain and justify a new budget.
Key Words: appraise, criticize, defend,
evaluate, justify, support
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A more detailed chart for Bloom’s
Taxonomy can be found at the following
link:
http://global.cscc.edu/assessment/Bloom.shtml
A set of rubrics to measure general
education across the curriculum can be
be found at the following link:
http://global.cscc.edu/assessment/index.shtml
In the “General Education Goals” menu,
click on the “Gen Ed Rubrics” link.
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