Rubrics

Workshop

What is a rubric?

A rubric is a scoring tool or guide that lists the specific criteria and the ranges for multiple levels of achievement for a piece of work or performance. A rubric consists of a set of well-defined factors and criteria describing the dimensions of an assignment to be assessed or evaluated.

Benefits of Rubrics

• Communicates the instructor’s expectations. • Streamlines the process for feedback to the

student.• Facilitates equitable grading. • Standardizes assessment across different

instructors.

Types of Rubrics

• Analytic• Holistic• Check List• Scoring Guide

Analytic Rubric

Provide specific feedback along several dimensions. – Advantages: more detailed feedback, scoring more

consistent across students and graders – Disadvantage: time consuming to score

Example of Analytic Rubric

Excellent/Exceeds Expectations

Good/Meets Most Expectations

Incomplete/Meets Partial Expectations

Comments

Points Possible 25-23 22-18 17-1 POINTS EARNED = (25 Points) Topic 1: Includes (a) title identifying the topic, (b) a description of how this topic influences thoughts and/or behavior, and supports information with evidence, and (c) an example.

Complete description of topic chosen with title and specific information on how this topic influences thoughts and/or behavior. Supports with source evidence and examples.

Describes topic chosen and provides a title; specific information on how this topic influences thoughts and/or behavior. Some source evidence and/or examples, but needs additional detail or support to be comprehensive.

Partial discussion of how this topic influences thoughts and/or behavior. Lacks sufficient support and examples to demonstrate understanding, OR needs significant detail to be complete.

Points Possible 15-14 13-11 10-1 POINTS EARNED = (15 Points) Topic 2: Includes (a) title identifying the topic, (b)a description of how this topic influences thoughts and/or behavior, and supports information with evidence, and (c) an example.

Complete description of topic chosen with title and specific information on how this topic influences thoughts and/or behavior. Supports with source evidence and examples.

Describes topic chosen and provides a title; specific information on how this topic influences thoughts and/or behavior. Some source evidence and/or examples, but needs additional detail or support to be comprehensive.

Partial discussion of how this topic influences thoughts and/or behavior. Lacks sufficient support and examples to demonstrate understanding, OR needs significant detail to be complete.

Points Possible 10-9 8-7 6-1 POINTS EARNED =

Holistic Rubric

Provide a single score based on an overall impression of a student’s performance on a task.

– Advantages: quick scoring, provides overview of student �achievement

– Disadvantages: does not provide detailed information, may �be difficult to provide one overall score

Example of a Holistic Rubric

Analysis Paper 1 Seminar 3

Grading Rubric

Item Points Possible

Points Earned

Comments

Organization The thesis, properly located at the end of the introduction, states the central idea of your essay and shows who the central idea will be supported.

5

Introduction / Conclusion 3 Paragraphs show unity. 3 Properly formatted cover page (no abstract required). Pages numbered. Double-spaced. Running head.

3

Content Your content is evaluative in nature. You show how the issue relates to women’s welfare.

5

You provide appropriate historical context for your issue. You have no major gaps. You connect the issue to the broader themes of American history. If appropriate, you show awareness of controversies regarding the issue, both in the past and the present.

10

Your thesis is supported by (1) good argument, (2) appropriate evidence, and (3) a clear indication of values. You do not hide your values behind obtuse, vague or opaque language.

10

Your essay exhibits thoughtfulness and insight.

Thoughtful responses are those that are comprehensive, relevant, consistent, clear, coherent, and sufficiently engage the material. The content must also be original; the ideas should not be copied from sources.

15

Content is the minimum length (3 double-spaced pages).

-15 penalty if not.

Use of Sources Sources are cited when quoted or paraphrased. Plagiarism may result in a score of zero for the assignment.

4

Quotations, if used, are appropriately incorporated into one’s own sentences and explained. Quotations

4

Checklist

Contains a list of behaviors or specific steps– Checklists are a simple list of assessment criteria or

components that must be present in student work.– All that is needed is a place to mark whether or not the

student has accomplished the task or not, there is no judgment on the quality of the work.

Example of a Checklist

VETERINARY TECHNICIAN CHECKLISTYES NO

Administer oral tablet to a dog Administer oral tablet to a cat Trim nails Express anal sacs (dog) Clean and medicate ear pinnae and canal (dog or cat) Collect voided urine sample Administer Ophthalmic Medicine Intramuscular Injection (Dog or Cat) Glove and Gown using Aseptic Technique Open and Pass Equipment Using Aseptic Technique Operate Autoclave Fold/Wrap Surgical Packs For Autoclave Reconstitute and Administer Vaccine Administer Intravenous Injection on K9 IV Trainer

Scoring Guide

Provides a description of only the highest level of performance for each assignment component

– Advantages: easier to develop than a full analytic rubric�– Disadvantages: � more subjective and provides less feedback

Example of a Scoring Guide

Guidelines

• Objective descriptors• Holistic and Analytic Rubrics

– Use a 3+ zero scale– Use a 4+ zero scale– Use a point range starting at zero– Waypoint ready

• Checklists– Yes and No

Weighting Points on Rubric

• When reviewing or developing your rubric consider the weight that is distributed to measuring the SLOs.

• Consider ISLOs like…– Effective communication in various academic

and career setting using technology as appropriate.

Work Time

You will be doing one of the following:

A. Evaluate your rubric- are you using the right type?

B. Modify existing rubric.

C. Create a rubric from scratch.

When reviewing or constructing your rubric think about what type of data that you will gather based on the content that is addressed in your rubric. • What will it tell you about student learning?

Next Steps

• Develop rubric (today, next quarterly meeting)• Prepare to use rubric

– Pilot or system-wide use?– Communication plan– Participate in inter-rater reliability

• Implement rubric– Save student samples

• Check validity and reliability of rubric