Rubric is Not a Cube
Developing and Using Rubrics
to Make Assessment Faster and
Clearer
Outcomes of the Work Session:
Examine a definition of “rubric”
 Examine areas where rubrics may be
applied
 Examine reasons for using a rubric
 Assess effects of using rubrics
 Create a rubric
 Evaluate present “system of
evaluation” from your syllabus
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What is a rubric?
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A rubric is a guideline
for assessing student
performance
The guidelines specify
what a performance is
like at various levels
The key elements of a
rubric are
– the descriptors for
what a performance
is like and
– the full range of
possible
performance levels
Rubrics are Choices for
Assessing. . . .
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Projects (handson)
Demonstrations
Group work
Projects (written)
Oral
presentations
Portfolios
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Multimedia work
Discussions (both
f2f and online)
Journaling
Learning Logs
Processes
Shop experiences
Lab experiences
Why Use a Rubric?

Rubrics are easy to use and to explain
 Rubrics make instructors' expectations very
clear
 Rubrics provide students with more
informative feedback (than short answer
assessments)
 Rubrics save time and, therefore, encourage
ongoing assessment instead of “event”
assessment
 Rubrics spill over from assessment to
“teaching”
 Rubrics encourage higher level thinking
skills
 Rubrics help in shifting responsibility of
learning to students
Time Out!
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D Negative
1. - Change
2. - Change
3. - Change
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D Positive
1. + Change
2. + Change
3. + Change
Let’s See How to Design a
Rubric
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Look at models
List criteria
Analyze and
organize criteria
Elaborate levels of
quality
Create a draft
Revise the draft
Two Broad Types of Rubrics. .
Holistic
Primary
Trait
1. Uses point scale
1. Defines specific
(preferably “even”
characteristics
points, e.g. 4, 6, 8) 2. Looks to
2. Examines overall
demonstration of
effect of work
competencies
3. Effective for
3. Effective for
process feedback
“product” feedback
More Models
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Four point holistic
Six point holistic
Primary Trait for Portfolio Project
Written Case Analysis (engineering)
Accounting Traits for Financial Skills
Immunology Unit Rubric for Biology
Now It’s Your Turn

Work in groups of
three or four
 Look at your syllabus
 Find an assessment
 Consider a rubric
approach
 Select and organize
criteria to look for
 Determine range of
performance
Time 20 minutes. . . ?
Wrap Up
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You have seen
1. Reasons for rubrics
2. Types/models of rubrics
3. Approaches to developing rubric
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Now look at the handout, “What are the
Strengths of My Current Assessment System?” and assess
the strengths of your present system, then share with your
table for five minutes.
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Time, 10 minutes for review,
reflection, and discussion
“Webliography”
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http://www.ericfacility.net/databases/ERIC_Digests/ed446111.html
(ERIC document)
 http://gs.fanshawec.ca/rubrics/ (Fanshawe College; some links need
updating, but general information is solid)
 http://ericae.net/pare/getvn.asp?v=7&n=3 (online peer-reviewed article)
 http://www.ascd.org/readingroom/edlead/0002/andrade.html
(Educational Leadership (Feb.2000) 57:5.
 http://rubistar.4teachers.org/ (Rubistar, templates for developing
rubrics)
 http://rubistar.4teachers.org/rubric.php3?id=21&rubric=15 (Rubistar
template for Collaborative Work Skills)
 http://school.discovery.com/schrockguide/assess.html (Discovery.com,
a commercial site, but a wealth of links to more info on rubrics)