How to Create a Rubric

How to Create a Rubric Presented by Office of Strategic Planning & Assessment (SPA)

Participants’ Learning Outcomes At the end of this training section, participants will be able to do the following:  Determine which types of assignments need to use a rubric for grading;  Design a rubric for grading student work.

What is a rubric?

A rubric is a systematic scoring guide to evaluate student performance. It specifies levels of quality in identified areas.

What types of assignments require the use of a rubric? A rubric is needed if an assignment entails varied responses, rather than one correct answer:        

Essay Essay questions on an exam Research paper Oral presentation Portfolio Demonstration of critical thinking skills Demonstration of technical skills An Art Show, etc.

What doesn’t require the use of rubrics? If assignments or exam questions entail only right or wrong answers, then there is no need for a rubric. A score distribution guide indicating the distribution of points for correct answers is used instead.     

Math questions Multiple-choice questions True or false questions Filling-in-the-blanks test Matching exercise or test

Discussion Which of the following assignments requires the use of a rubric? (There are 3 of them.)  A welding project, using appropriate design and materials to weld the common joints  Multiple-choice questions on an exam  Students’ self-report on their experience with service learning  Clinical performance  True or false questions demonstrating students’ knowledge of medical law  Final exam with a combination of multiple-choice questions and matching lists.

How to create a rubric?

There are many kinds of rubrics, but the most commonly used rubric is the descriptive rubric. A descriptive rubric should include at least three essential parts: 1) A Set of Indicators of Learning 2) A Scale 3) A Set of Descriptors

Identifying Indicators of Learning Indicators of Learning are traits or features of an assignment that an instructor wants to make judgment on. Indicators of Learning should be aligned with the instructional objectives. If an instructor’s objectives of teaching an essay are related to helping students compose an essay that is focused, coherent, organized, etc., then these features should serve as indictors of learning. Example 1: Indicators of Learning for an Essay for an English class:

    

Focus Coherence Organization Sentence Structure Word Choice

Identifying Indicators of Learning Example 2: Indicators of Learning for Critical Thinking Skills:

    

Explanation of issues Evidence Influence of context and assumptions Student’s position (perspective, thesis/hypothesis) Conclusions and related outcomes (implications and consequences)

Example 3: Indicators of Learning for an Oral Presentation:  Organization  Subject Knowledge  Graphics  Mechanics  Eye Contact  Elocution

Creating a Scale

A scale indicates points to be assigned in scoring a piece of work on a continuum of quality. High numbers are typically assigned to the best work. Scale examples: Needs Improvement (1)... Satisfactory (2)... Good (3)... Exemplary (4) Beginning (1)... Developing (2)... Accomplished (3)... Exemplary (4) Needs work (1)... Good (2)... Excellent (3) Novice (1)... Apprentice (2)... Proficient (3)... Distinguished (4)

Creating a Descriptor Descriptors are used to describe signs of performance at each level; the description needs to include both strengths and weaknesses (Weaknesses should be described particularly in lower levels of performance). Example 1: Word Choice (in an essay): 4-- Vocabulary reflects a thorough grasp of the language appropriate to the audience. Word choice is precise, creating a vivid image. Metaphors and other such devices may be used to create nuanced meaning. 3-- Vocabulary reflects a strong grasp of the language appropriate to the audience. Word choice is accurate, but may be inappropriate in a couple of places. 2-- Vocabulary reflects an inconsistent grasp of the language and may be inaccurate or inappropriate to the audience. 1-- Vocabulary is typically inaccurate and inappropriate to the audience. Word choice may include vague, non-descriptive, and/or trite expressions.

Creating a Descriptor

Example 2: Depth of Discussion (in a research paper) 4– In-depth discussion and elaboration in all sections of the paper 3– In-depth discussion and elaboration in most sections of the paper 2-- The writer has omitted pertinent content, or content runs on excessively. Quotations from others outweigh the writer’s own ideas excessively. 1– Cursory discussion in all the sections of the paper or brief discussion in only a few sections.

Example of a Rubric AACU Critical Thinking VALUE Rubric (A Snapshot) Capstone Milestones Indicators 4 3 2 Issue/problem to be Issue/problem to be Issue/problem to be considered critically is considered critically is considered critically stated clearly and stated, described, is stated but described and clarified so that description leaves comprehensively, understanding is not some terms seriously impeded by undefined, Explanation of delivering all relevant information necessary omissions. ambiguities Issues for full understanding unexplored, boundaries undetermined, and/or backgrounds unknown. Information is taken from Information is taken Information is taken source(s) with enough from source(s) with from source(s) with Interpretation/ enough interpretation some interpretation/ evaluation to develop a /evaluation to develop evaluation, but not Evidence comprehensive analysis a coherent analysis or enough to develop a or synthesis. synthesis. coherent analysis or synthesis.

Benchmark 1 Issue/problem to be considered critically is stated without clarification or description.

Information is taken from source(s) without any interpretation/evaluation.

Example of a Rubric A Research Paper Rubric (A Snapshot) Indicator

EXPERT

The topic is focused TOPIC FOCUS narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by statement of a position or hypothesis. In-depth discussion & elaboration in all sections of the paper. DEPTH OF DISCUSSION

PROFICIENT

APPRENTICE

NOVICE

The topic is The topic is too focused but lacks broad for the scope of this direction. The paper is about a assignment. specific topic but the writer has not established a position.

The topic is not clearly defined.

In-depth discussion & elaboration in most sections of the paper.

Cursory discussion in all the sections of the paper or brief discussion in only a few sections.

The writer has omitted pertinent content or content runs on excessively. Quotations from others outweigh the writer’s own ideas excessively.

Example of a Rubric An Oral Presentation Rubric (A Snapshot) Indicators

1

2

Student reads all of Student report with no eye occasionally uses eye contact, but contact. still reads most of Eye Contact report.

3 Student maintains eye contact most of the time but frequently returns to notes.

4

Student maintains eye contact with audience, seldom returning to notes. Student mumbles, Student's voice is Student's voice is Student uses a clear. Student clear voice and low. Student incorrectly pronounces most correct, precise pronounces terms, incorrectly pronounces terms. words correctly. pronunciation of and speaks too Most audience terms so that all Elocution quietly for students Audience members can hear audience in the back of class members have members can difficulty hearing presentation. to hear. hear presentation. presentation.

Hands-on Activity Create a Rubric for an Assignment, using the following chart: Indicators

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Resources

AACU Publication Webpage: http://www.aacu.org/value/publications.cfm Suskie, L. (2009). Assessing Student Learning. San Francisco: Jossey-Bass. UT-Austin Assessment Webpage: https://www.utexas.edu/provost/planning/assessme nt/iapa/workshops.html