Teaching Practice 1

BA. Eliseo Villanueva

RUBRICS ON VLE

What is a rubric?
It is a scoring guide with specified criteria that is used to interpret the student's
work. These guides facilitate the correction and objectivity in the learning that is
intended to be achieved.

Evaluation rubrics. What are they? What is its purpose?

They are instruments which main purpose is to share the criteria for carrying out
learning and assessment tasks among students and teachers.
The rubric, as a guide or task roadmap, shows the expectations that students and
teachers have and share about an activity or several activities, organized at
different levels of compliance or performance: from the least acceptable to the
exemplary resolution, from considered insufficient to the excellent.

Benefits
1. Its formative and summative contribution,
2. They effectively guide the students’ learning process,
3. Its creation is compensated by its easy use,
4. They allow sequenced progressions in achieving transversal competence and
5. We can take advantage of valuable examples and adapt them to our subject
or competence.

What are the components of a rubric?

Criteria: are those that describe the expected or required behavior to
complete the task.
 Teaching Practice 1
BA. Eliseo Villanueva
RUBRICS ON VLE

Outcome indicators: describe the degree of competence that categorizes

student performance, based on established criteria.
Score Scale: indicates the values by which we quantify the performance of
the students in order to obtain a more precise and objective measurement.

There are two types of rubrics and of methods for evaluating students’ efforts:
holistic and analytic rubrics.

Holistic rubrics
They are commonly used when it is possible to tolerate errors or deficiencies in
some part of the process if the final result is acceptable; They are also used when
creativity is one of the characteristics expected of the student's work and,
therefore, there are a variety of results that can be classified as correct.

This type of rubrics allows a faster evaluation process than that of analytical rubrics.
But their problem is that the information they provide is not so specific regarding
the level of results in each of the criteria, neither for the student nor for the
teacher.

Analytical rubrics
They are more appropriate when a more or less concrete response is expected from
the student, without creativity becoming part of the qualities required in such an
answer.

This type of rubrics makes the evaluation slower, due to both the difficulty in
designing the rubrics and obtaining the results themselves.
 Teaching Practice 1
BA. Eliseo Villanueva
RUBRICS ON VLE

Its main advantage is that there is feedback, for both teachers and students, on the
specific development of each criterion, which allows obtaining important
information about the weaknesses or strengths of each student.
Nowadays, it is the type of rubric that is being used most frequently when
evaluating the performance of our students.

For a better understanding of both evaluation guides, here you have the
advantages and disadvantages.

Analytic Rubric Holistic Rubric

Advantages o Provides more o It is a faster way to
detailed feedback. evaluate.

o Students can see their o Give the student a

weaknesses or global grade.
strengths
o Very efficient for
o More consistent groups with many
scoring. students.

Disadvantages o It takes longer than o It does not provide

the Holistic rubric. detailed information.

o It does not diagnose.

.
 Teaching Practice 1
BA. Eliseo Villanueva
RUBRICS ON VLE

Research Paper (Holistic Rubric Example)

Score Criteria

4 (80- Research paper demonstrates complete understanding and execution of the assigned objectives. Thesis statement/argument
100%) is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the
expense of developing other points in the body of the paper. Writing is also error-free, without ambiguity, and reads smoothly,
creatively, and with a purpose.
3 (70- Research paper demonstrates considerable understanding and execution of the assigned objectives. Thesis
79%) statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing
body points, but may exhibit occasional weaknesses and lapses in correctness. Writing also has some errors and ambiguities,
yet does read clearly and coherently. 7.5
2 (60- Research paper demonstrates some understanding and execution of the assigned objectives. Thesis statement/argument is
69%) faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points,
and exhibits weaknesses and lapses in correctness. Writing also has many errors and ambiguities, and may read confusingly
and incoherently.
1 (50- Research paper demonstrates limited understanding and execution of the assigned objectives. Thesis statement/argument is
59%) simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete.
Writing also has numerous errors and ambiguities, and reads confusingly and incoherently.
Credit: John Bean, Engaging Ideas, Exhibit 15.4: Holistic Scale for Grading Article Summaries (262)
 Teaching Practice 1
BA. Eliseo Villanueva
RUBRICS ON VLE

Research Paper (Analytic Rubric) Criterion Outcome Indicator Score Scale

Standards

Criteria Adequate (50-59%) Competent (60-69%) Good (70-79%) Excellent (80-100%)

Knowledge of forms, Demonstrates limited Demonstrates some Demonstrates Demonstrates thorough
conventions, knowledge of forms, knowledge of forms, considerable knowledge and insightful knowledge of
terminology, and conventions, terminology, conventions, terminology, of forms, conventions, forms, conventions,
strategies relative to the and strategies relative to and strategies relative to terminology, and terminology, and strategies
importance of sources importance of sources to importance of sources to strategies relative to relative to importance of
to subject subject subject importance of sources to sources to subject
subject
Critical and creative Uses critical and creative Uses critical and creative Uses critical and creative Uses critical and creative
thinking skills thinking skills with limited thinking skills with thinking skills with thinking skills with a high
effectiveness moderate effectiveness considerable degree of effectiveness
effectiveness
Communication of Communicates Communicates information Communicates Communicates information
information and idea information and idea with and ideas with some information and ideas with and ideas with a high
limited clarity clarity considerable clarity degree of clarity and with
confidence
Quality of argument and Argument is simple and Argument takes on a fair Argument bridges on the Argument is complex and
writing unoriginal, and the writing and expected position, complex and original, and original, and the writing is
is weak and inconsistent and the writing is the writing is clear and strong, fluid, and creatively
moderately clear and coherent coherent
coherent
Spelling and grammar Several errors in spelling A few errors in spelling Some errors in spelling No errors in spelling and
and grammar and grammar and grammar grammar
Adapted from Centre for Teaching Excellence, Appendix B: Sample Analytic Rubric (“Rubrics: Useful Assessment Tools.
 Teaching Practice 1
BA. Eliseo Villanueva
RUBRICS ON VLE

Rubrics on VLE
On Virtual Leaning Environment, they are a bit different. It allows evaluating the
tasks carried out by the student through digital rubrics. Every platform has its own
way of designing evaluation rubrics with the possibility of establishing a delivery
date and the corresponding grade. Teachers have the possibility to see the date
on which the student completed or sent the assignment, assign a grade, type a
comment, feedback, among many other possibilities.
Digital rubrics allow to evaluate activities such as reports, essays, projects, research
advances, role plays, conversations, videos, among others. All this could be through
any type of means in which students must submit a file (in any format), develop an
online task or participate in a discussion forum.

Following-up and scoring with digital rubrics

Something wonderful in some LMS is that they allow you to design rubrics on their
own system. Once the students turn in their homework, participate in a forum or
execute any other activity, simply select the criterion, its outcome indicator, and
the system will automatically average the grade. Completely different and easy to
the traditional way of reviewing rubrics.