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Learn About Rubrics

What is a rubric?
Why use a rubric?
How can rubrics be used?
Checklist: Before you use your rubric
A rubric for rubrics

What Is A Rubric?

A rubric is set of rules or instructions attached to a task. The term ‘rubric’ comes from the fact that they were often printed in red. In student assessment a rubric lists the criteria for a piece of work, giving the characteristics and qualities needed to successfully complete the particular task or assignment.

For example, an essay rubric will outline a number of relevant criteria such as essay organisation and structure, knowledge of the content area, use of reference material, and the mechanics of spelling, and grammar.

A good rubric will describe the levels of quality for each of the criteria, usually on a point scale. Under mechanics, for example, the rubric might define the lowest level of performance as "More than ten grammatical, spelling and/or punctuation errors," and the highest level as "all words are spelt correctly; work shows understanding of subject-verb agreement, when to make words possessive, and how to use commas, semicolons and periods."

A useful rubric will provide:

a description of what should be addressed in an assignment
the expectations regarding the quality of the work, thus guiding students in preparing their assignment
information for staff who will be assessing the assignment
feedback to students on their performance.

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Why Use a Rubric?

Increase objectivity of marking process
Clarify and demystify the marking process
Explain more easily to students why they received the mark they did
Assist students to improve their work and their marks
Encourage students to become aware of and monitor their own levels of performance
Minimise the number of questions regarding expectations for assignments, performance, and marks given.

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How Can Rubrics be Used?

In Class

Develop rubrics with students so they have an input into how the assignment will be assessed.
Discuss rubrics with students so they understand how a rubric will be used to evaluate performance and determine marks.
Provide rubrics as part of the syllabus at the beginning of the course and revisit and discuss them as each related assignment comes up, so that students have a clear understanding of what is required for the assignment.
Give students a sample assignment and let them grade it using the rubric, to help them understand how to meet the criteria, and when criteria are being met.

For Marking

Use rubrics to:

Remove some of the subjectivity from marking.
Standardise assessment across markers in a course.
Ensure that all of the assessment or course objectives are being evaluated.
Streamline the assessment and feedback process.

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Checklist: Before You Use Your Rubric.

Does it relate to the outcome(s) being measured?

Does it cover important dimensions of student performance?

Does it address anything extraneous?

Do the criteria reflect current conceptions of ‘excellence’ in your field?

Are the categories or scales well-defined?

Is there a clear basis for assigning scores at each scale point?

Can different assessors apply the rubric consistently?

References

Moskal, Barbara M. (2000). Scoring rubrics: what, when and how?. Practical Assessment, Research & Evaluation, 7(3). Retrieved November 22, 2005 from http://PAREonline.net/getvn.asp?v=7&n=3

Tierney, Robin & Marielle Simon (2004). What's still wrong with rubrics: focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation, 9(2). Retrieved November 22, 2005 from http://PAREonline.net/getvn.asp?v=9&n=2

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Creating a Rubric – Key Steps:

Identify the type and purpose of the Rubric.
Consider what you want to evaluate and why, and on what basis (graded or non-graded, marks or grades)
Identify Distinct Criteria to be evaluated
Refer to the course objectives and develop your criteria for the assignment directly from your objectives. Make sure that the distinctions between the assessment criteria are clear.
Determine your levels of assessment
Identify your range and scoring scales, deciding on numeric base scores, percentages or grades.
Describe each level for each of the criteria, clearly differentiating between them
For each criterion, differentiate clearly between the levels of expectation. Whether holistically or specifically, there should be no question as to where a product/performance would fall along the continuum of levels. (Hint: Start at the bottom (unacceptable) and top (mastery) levels and work your way “in”).
Involve learners in development and effective use of the Rubric
Developing the rubric in consultation with the class or discussing it with them helps them to understand your expectations and makes them explicitly aware of what and how they are learning and their responsibility in the learning process.
Pre-test and retest your rubric
A valid and reliable rubric is generally developed over time. Each use with a new group of learners or a colleague provides an opportunity to tweak and enhance it.

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A Rubric For Rubrics

A Tool for Assessing the Quality and Use of Rubrics in Education

Criteria	1) Unacceptable	2) Acceptable	3) Good/Solid	4) Exemplary
Clarity of criteria	Criteria being assessed are unclear, inappropriate and/or have significant overlap	Criteria being assessed can be identified, but are not clearly differentiated or are inappropriate	Criteria being assessed are clear, appropriate and distinct	Each criteria is distinct, clearly delineated and fully appropriate for the assignment(s)/course
Distinction between Levels	Little/no distinction can be made between levels of achievement	Some distinction between levels is made, but is not totally clear how well	Distinction between levels is apparent	Each level is distinct and progresses in a clear and logical order
Reliability of Scoring	Cross-scoring among faculty and/or students often results in significant differences	Cross-scoring by faculty and/or students occasionally produces inconsistent results	There is general agreement between different scorers when using the rubric (e.g. differs by less than 5-10% or less than 1/2 level)	Cross-scoring of assignments using rubric results in consistent agreement among scorers
Clarity of Expectations/ Guidance to Learners	Rubric is not shared with learners	Rubric is shared and provides some idea of the assignment/ expectations	Rubric is referenced - used to introduce an assignment/guide learners	Rubric serves as primary reference point for discussion and guidance for assignments as well as evaluation of assignment(s),
Support of Metacognition (Awareness of Learning)	Rubric is not shared with learners	Rubric is shared but not discussed/ referenced with respect to what is being learned through the assignment(s)/course	Rubric is shared and identified as a tool for helping learners to understand what they are learning through the assignment/ in the course	Rubric is regularly referenced and used to help learners identify the skills and knowledge they are developing throughout the course/ assignment(s)
Engagement of Learners in Rubric Development/ Use *	Learners are not engaged in either development or use of the rubrics	Learners offered the rubric and may choose to use it for self assessment	Learners discuss the design of the rubric and offer feedback/input and are responsible for use of rubrics in peer and/or self-evaluation	Faculty and learners are jointly responsible for design of rubrics and learners use them in peer and/or self-evaluation

*Considered optional by some educators and a critical component by others

Scoring chart:
0 - 10 = needs improvement
11 - 15 = workable
16-20 = solid/good
21-24 = examplary

Source: Monmouth University Instructional Technology Services, Faculty Resource Center Training Series

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