What is a Rubric?

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What is a Rubric?

For Students:● it outlines what is expected● it indicates relative weights● it diagnoses the quality of

student work● it informs future work

For Instructors:● it helps ensure that

instruction leads to desired outcomes

● it aids reliability (and consistency) in scoring

● it justifies grades

A scoring scale used to assess student performance along a task-specific set of criteria.

Parts of a RubricLevels of Achievement: 2-4

Crite

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Descriptors

Define the levels of performance and often have points associated with them.

Terms to use in measuring range/scoring levels

● Needs Improvement...Satisfactory...Good...Exemplary● Beginning...Developing...Accomplished...Exemplary● Needs work...Good...Excellent● Novice...Apprentice...Proficient...Distinguished● Numeric scale ranging from 1 to 5, for example

Levels of Achievement

Ways to calculate:● Points (1, 2, 3 ,4)● Point Range (0-1, 2-3, 3-4)● Percent (0, 50, 75, 100)● Percent Range (0-25, 25-50)

Describe the conditions that any performance must meet to be successful. Dependingon your assignment these may include:● Purposes, Goals, Desired results:

● Explains…● Includes 2…

● Work Quality/Craftsmanship:● Creativity● Use of tool

● Methods:● Essay includes…● Presentation includes…

● Content:● Grammar● Structure

● Sophistication of the performance:● Thorough discussion● Includes new ideas

Criteria

Criteria Example

• This allows for a due date to be set, but to include expectations for participation such as an initial post and responses to others.

• This allows the instructor to set specific expectations for written expression.

• This allows the instructor to indicate the length of the post as well as any expectations regarding inclusions such as connections to material and references.

• This allows the instructor to indicate how the students are to “behave” in the online environment regarding their posts and responses.

• This allows the instructor to more clearly define the expectations for the included posts and responses regarding the overall understanding of the topic.

Specifics for each Level of Achievement. Once you have decided whatconstitutes a high scoring assignment, work your way down.

Descriptors

Task Requirements All Most Some Very Few or none

Frequency Always Usually Some Rarely

Accuracy No Few Some Frequent

Comprehensibility Always Almost Always Gist Isolated

Content Fully developed

Adequately Partially Minimally

Vocabulary Broad Adequate Limited Very Limited

Descriptors

You can see here how the instructor defines the levels of achievement, utilizing the descriptors:

Does not address, Addresses some, Addresses all, and Addresses all in depth

Each descriptor must clearly describe the expectations for that level.