Rubrics

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This hands-on workshop will introduce participants to the using rubrics to better facilitate teaching and learning. Participants will learn about the four parts that make up a rubric as well as a four step process for developing rubrics. Workshop participants will also be given access to worksheets and templates to help develop their own rubrics. Finally, participants will be introduce to the rubrics feature within WebCT’s learning management system.

Contents

Outcomes

After attending this workshop participants shall be able to:

  • Define four parts of a rubric;
  • Describe a four step method for constructing rubrics;
  • Construct a three scale/level of performance rubric;\
  • Locate resources to assist with rubric construction; and
  • Describe how to use the rubrics function in WebCT.

Search for an Assessing Student Learning with Rubrics Workshop

View the CTL Calendar to see when the next Web 2.0 Tools: Social Bookmarking workshop is scheduled.

Rubric Features

Why use Rubrics?

  • Faster Grading (saving teacher time and providing timely feedback for students)
  • More Consistent Grading (being fair to all students)
  • Help Clarify Assignment Expectations for Students (supporting student learning and performance)

Parts of a Rubric

Task Description (Assignment Prompt)—If your assignment prompt is too long, be sure that you title your assignment prompt page and rubric pages the same so that there is no student confusion.
Scale (Levels of Performance)—Usually there are three, four, or five levels of performance, or it is just a holistic rubric/scoring guide with only one description and a space for comments.

  • Three Scale Rubric Template
  • Four Scale Rubric Template
  • Five Scale Rubric Template
  • Holistic Rubric/Scoring Guide Template

Dimensions (Sub-Sections of the Assignment or Grading Criteria)

  • Writing: Organization, Sources, Mechanics, Thesis, etc.
  • Oral Presentation: Pitch, Pauses, Comprehension, Attire, Preparedness, Speaks Clearly, Posture and Eye Contact, etc.
  • Lab Report: Procedures, Materials, Scientific Concepts, Conclusions, Variables, etc.
  • Math: Concepts, Reasoning, Explanation, Diagrams and Sketching, etc.
  • Collaborative Projects: Contribution, Time Management, Problem Solving, Quality of Work, etc.

Descriptions for each Level of Performance for each Dimension—The descriptions should not judge the quality (using terms like “good”); instead, they should provide details that demonstrate what “good” “fair” and “needs improvement” looks like.

Building Rubrics

How to Construct a Rubric

  1. Reflect on the Course and Assignment (link to reflection sheet)
  2. List Learning Objectives for the Assignment, and details of how to achieve each objective (the “Highest Expectation”) within the Assignment (link to worksheet)
  3. Group and Label the objectives and “highest expectations” and to develop Dimension Categories
  4. Develop the Descriptions by using the “highest expectations,” then describe lowest, and then the middle level that distinguishes between the two.

Worksheets

Resources and Links



Beth Alsen, of MCC's Educational Studies Department, has created a number of grading forms (rubrics) for her English as a Second Language education students. She agreed to share them with other faculty. She grants her permission to use them as is or edit them as you wish. Click on the links below to access her grading forms: 

       *Autobiography Rubric[1]

       *Discussion Rubric[2]

       *Interview Rubric[3]

       *Introduction Rubric[4]

       *Student Powerpoint Rubric[5]

Bruce Harrison kindly shares his rubric for discussions with us at

  • [6] Select the link to the Discussion Board Scoring Rubric (17 April 08) at this site.




This workshop was developed using Steven’s and Levi’s Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning (2005).

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