+
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