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Christina George & Kristin Snodgrass

Creating &

Using Rubrics

+Learning Objectives

Understand when and

why to use rubrics

Differentiate types of

rubrics & determine

what works best for you

Know how to use

rubrics

Create a rubric(or at least start

brainstorming)

+Rubrics: When and why?

■ When?

■ General assignments

■ Group work

■ Service learning

■ Major projects

■ Papers

■ Presentations

■ Online learning

■ Clinical case studies

+Rubrics: When and why?

■ Why?

■ Decrease grading time

■ Provide fuller feedback

■ Transparency in expectations and intentions

■ Recognize teaching blind spots

■ Track student progress

■ Encourage self-assessment

■ Equity

■ Efficiently examine complex behaviors

■ Teach across the curriculum

+Rubrics and Learning Goals

■ Integrate learning goals across

venues and levels

• Macro←→Micro

■ The importance of measurable

objectives

• Bloom’s Taxonomy

■ Assessing the more difficult

■ Attitudes

■ Values

■ Dispositions

• Often program specific

+Types of Rubrics

■ Allows for leeway and

flexibility

■ Allows for an ‘overall’ score to

be given based on a majority

of the evidence.

■ Allows for multiple

components to be assessed in

the product.

■ Must still address each

component at each level

despite use of criterion

groups.

■ To ensure all components of a

holistic rubric are considered,

is to convert to an analytic

rubric.

■ Best used for performances,

artifacts or group work.

■ Allows for identification of

specific criteria or level of

achievement to be addressed

in each cell.

■ Each identified component is

essential to the performance

or product.

■ Ratings or scores are given

based on the successful

completion of each discrete,

single cell.

■ Each strand or criteria is met

with a specified leveling of

achievement.

■ Best used for individual work

or for pieces of a group

project.

Analytic Holistic

+Types of Rubric Criteria

Sequential Additive■ Sequential, additive

strands are accumulated

in a specific sequence or

order.

■ Design this criteria by

starting at the lowest level

of competence.

■ This rubric criteria allows

for the components of the

overall skill to be added as

the student progresses

across the rubric.

Simple Additive■ Additive criteria assess overall

skill by specifying increasing

skill level to be observed.

■ Design a simple additive rubric

by starting at the highest level

of competence expected.

■ Faculty work includes listing all

aspects of the skill that must

be done to achieve that level of

competence being measured.

■ The emphasis is on the

accumulation of skill

components relative to a

program, plan of study or other

successful outcome.

+Types of Rubric Criteria

Other Criteria Options

■ Descriptive

■ Quality Enhanced

■ Quantity Structured

■ Alignment Based

Developmental

■ Developmental

criteria is used to

demonstrate growth

or proficiency.

■ Design this criteria by

working on the

minimal skill level to

the higher skill levels

■ Skills are expanded

as the student

moves across the

strand.

+Four Parts to Every Rubric

1. Task description

3. Levels of

achievement

(columns).

2. Criteria to be

rated (rows). Also

known as

dimensions.

4. Descriptions of

each criteria at each

level of achievement

(cells).

+Creating Rubrics: Key stages

1. Reflecting▪ What do I want from students?

▪ Why did I create this assignment?

▪ How does this assignment relate to the rest of the class content?

▪ What skills do students need to complete the assignment?

▪ How will students demonstrate their learning?

▪ What’s the highest/lowest performance expectation?

2. Listing■ Which specific learning objectives do you hope to see in the

completed assignment?

■ What are your baseline criteria?

What are some objectives you might list for an

assignment in your own course?

+Creating Rubrics: Key stages

3. Grouping and labeling■ From stages 1 and 2, group related highest performance

expectations.

■ Construct groups of similar performance expectations:

■ Allow this to be a back and forth process.

■ Label the group (these will ultimately become the rubric dimensions).

• Organization, context, analysis, presentation, etc.

4. Application■ Apply the dimensions developed in stage 3 to the final form of rubric.

Creating & Using Rubrics in

Blackboard

+ Converting Rubric

Scores into Grades:

3 Scenarios

1. Convert rubric score point

totals on individual

assignments to a percentage

or letter grade for the

assignment.

2. Convert rubric score totals

on major assignments to a

letter grade for the course.

3. Combine rubric scores and

other forms of scoring, such as

percentages to a letter grade

for an entire course.

+Using Rubrics

*Tips■ Find and adapt an existing rubric.

■ Constantly evaluate.

■ Collect samples of student work

that exemplify each point on the

level.

■ Share good rubrics with

colleagues and ask for feedback.

■ Use student friendly language.

■ Share the rubric with your

students.

■ Be succinct.

■ Align rubric with assignment sheet

and vice versa.

■ Leave constructive comments in

addition to using the rubric.

■ Avoid being punitive.

+Helpful Sources

■ Dynnesson, T. L., Gross, R. E., & Berson, M. J. (2002). Designing effective instruction for secondary social studies (3rd ed.). Upper Saddle River, NJ. Prentice Hall.

■ Goggins Selke, M. J. (2013). Rubric assessment goes to college: objective, comprehensive evaluation of student work. Lanham, MD: R&L Education.

■ Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: an assessment tool to save grading time, convey effective feedback, and promote student learning (2nd ed.). Sterling, VA: Stylus.

■ Suskie, L. (2009). Assessing student learning: a common sense guide (2nd

ed). San Francisco, CA: Jossey-Bass.

■ Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: a comprehensive guide for teaching all adults. (3rd ed). San Francisco, CA: Jossey-Bass.

+ Time to work!Q&A