Dr. Barbara L.

Further Reading and Resources:

Article: Andrade, Heidi Goodrich. “Using Rubrics to Promote Thinking and Learning. Educational Leadership !".!
#Feb. $%%%&. 'ritten (rimaril) *or +,-$, the article is .er) ada(table to higher education.

2e.elo(ing 3nstructional Rubrics. 'eb guide 0ith resources. 4arleton 4ollege.

iRubric *rom R4am(us5Free rubric creation site. htt(://000.rcam(us.com/inde1rubric.c*m

Rubistar5*ree rubric creation b) (ro6ect design. htt(://rubistar.7teachers.org/inde1.(h(
Approaches to Teaching and Learning
'hat does it look like in (ractice8
Rubrics 0ould be distributed to students at the beginning o* an assignment as one *orm o*
e1(laining e1(ectations. The rubric might *ocus more on the e.aluation o* elements o* the
assignment, 0hereas an assignment might *ocus more on the outcomes and ob6ecti.es. 9tudents
0ould use the rubric *or sel*,assessment as the) com(lete their assignment, 0hich encourages sel*,
directed learning. Facult) 0ould use the rubric to de.elo( (ertinent course content and instruction.
Rubrics ma) be created 0ith students, (rom(ting im(ortant discussions o* course 0ork and
creating a more in.ol.ed e1(erience *or students.
Instructional Rubrics for Teaching & Learning
'hat is it8
A rubric is a detailed e1(lanation o* (er*ormance e1(ectations *or indi.idual com(onents o* an
assignment. :*ten (resented in table *orm, a rubric 0ould describe le.els o* (er*ormance in
descri(tions o* com(onent ;ualities, in columns distributed b) grade or com(etenc) le.el. Points
or (ercentages are o*ten assigned to each com(onent to e1(lain their 0eight in the total.
3nstructional rubrics are created 0ith the intention o* incor(orating them into both the teaching
and assessment o* the assignment.
Ho0 does such a method <t into m) course8

Rubrics can be created *or all t)(es o* assignments. The design and use o* rubrics is a
de.elo(ed skill that can hel( instructors more clearl) relate course outcomes 0ith assignments
and teaching:

For 0ritten assignments =re(orts and essa)s>, rubrics generall) gi.e the most 0eight to 0riting
standards, es(eciall) mature e1(ressions o* content kno0ledge.

For more (rocedural assignments, such as scienti<c lab or clinic 0ork, rubrics might *ocus more
on the ac;uisition o* acti.it),based skills and (er*ormance o* (rotocols.

For artistic (er*ormance (ro6ects, rubrics might look at the a((lication o* learned (rinci(les, as
0ell as le.els o* e1ecution.
Fall 2010