We’ve written about rubrics before, but it is certainly a topic that bears additional coverage. In its broadest meaning, a rubric is a guide for evaluation. More specifically, rubrics establish the criteria, qualitative markers, and associated scores for assessment of student work. Recently I have been talking and thinking about rubrics in a number of contexts – in consultations with faculty, as a workshop facilitator, and in planning for a hands-on exercise for an instruction module.
In consultation with faculty on assessing assignments I sometimes hear, “I’ve been teaching this course for years. It’s a small seminar so I assign a term paper. I don’t need a rubric because I know what qualifies as an “A” paper.” What that means is that the person has a rubric of sorts in his or her head. The problem is that the students aren’t mind readers. As useful as rubrics are for an instructor to insure that grading is consistent across the class, they are equally useful when shared with students, who then can understand the criteria, qualitative markers, and associated scores for the assignment.
As a workshop facilitator I recently saw the advantage for students in having a rubric to guide them in preparing a final project. Beyond the instructions for the assignment, they could see clearly the points on which their work would be evaluated and what would constitute excellent, good, and unacceptable work. Unsure about how to create rubrics to share with your students? There are some great resources to help you develop rubrics for your classes.
The University of California at Berkeley Center for Teaching and Learning webpage on rubrics offers general information on using rubrics and on how to create a rubric. The CTL notes that “[r]ubrics help students focus their efforts on completing assignments in line with clearly set expectations.” There are also examples rubrics for downloading and bibliography for further reading.
The Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon University has a section on rubrics as part of their resources on designing and teaching a course (also worth a look). Their advice on sharing rubrics with students: “A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals. When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly.” There are also examples of rubrics for paper assignments (Philosophy, Psychology, Anthropology, History); projects (including an Engineering Design project); oral presentations (including group presentations); and for assessing student in-class participation.
The Cornell University Center for Teaching Excellence section on rubrics states that “[r]ubrics are a powerful tool for supporting learning by guiding learners activities and increasing their understanding of their own learning process.” They provide a template for creating a rubric – a rubric for rubrics, so to speak. There are a number of sample rubrics and scoring feedback sheets, sources for sample rubrics, and links to presentations on using rubrics.
All three of these sites gave me useful examples and resources for developing a rubric to use in the instructional module I’ll teach in August.
Macie Hall, Senior Instructional Designer
Center for Educational Resources
Image source: Microsoft Clip Art, edited by Macie Hall