Rubric comes from the Latin word rubrica meaning red chalk. In early medieval manuscripts the first letter of an important paragraph was often enlarged, painted in red, and called a rubric, leading to definitions of the term denoting the authority of what was written “under the rubric.” In the academic world the term has come to mean an authoritative rule or guide for assessment.
Most faculty, when preparing a graded assignment or exam, have expectations about how it should be completed, what will constitute a correct answer, or what will make the difference between an A and a C on a paper. Formalizing those thoughts into a written rubric – a template or checklist where those expectations are specified – has real advantages. First, it can save time when it comes to grading the assignment or test. Second, if you have Teaching Assistants, they will have a clear understanding of how to grade, and grading will be consistent across the sections. Third, it will make it easy to explain to students why they didn’t get that A they thought they deserved.
For a graded paper or project, it can be very helpful to share the rubric with the students when you give them the assignment. Seeing the rubric will help them to focus on what you feel is important. They will have a better understanding of the assignment and you will not only see better results, but have an easier time with the grading.
For more about creating rubrics see the CER’s Innovative Instructor print series article on Calibrating Multiple Graders: http://www.cer.jhu.edu/ii/InnovInstruct-BP_CalibratingGraders.pdf. For more on the reasons to use rubrics see: http://chronicle.com/blogs/profhacker/is-it-too-early-to-think-about-grading/22660.
Macie Hall, Senior Instructional Designer
Center for Educational Resources
