Rubrics

Definition of a Rubric

Rubrics are criterion-referenced rules for assessing student

performance holistically or analytically (on different dimensions).

A scoring tool that lays out the specific expectations for an

assignment, providing a detailed description of what constitutes
acceptable or unacceptable levels of performance.

(Stevens & Levi, 2005).

Have you ever had a student look at you
like this when you are trying to explain an
assignment?
Consider developing a Rubric !

Here are some advantages of a Rubric

Provides timely and specific feedback

Prepares students to use detailed feedback
Encourages critical thinking
Facilitates communication of expectations
Helps refine teaching methods
Levels the playing field
Rubrics can also help Students to Self-assess

Provide examples of work corresponding to different levels

Provide coaching on components of quality before the whole
assignment is undertaken
Have students use the rubric to assess each other’s practice
assignments and develop norms of fairness
Have students use the rubric to assess their own work and
provide feedback on their self-assessment
When to use Holistic and Analytic Rubrics
BU.edu 01.06.16
Advantages and Disadvantages of Holistic Rubrics

• Advantages of Holistic Rubrics

• Emphasis on what the learner is able to demonstrate,
rather than what s/he cannot do.
• Saves time by minimizing the number of decisions raters
make.
• Can be applied consistently by trained raters increasing
reliability.

• Disadvantages of Holistic Rubrics

• Does not provide specific feedback for improvement.
• When student work is at varying levels spanning the
criteria points it can be difficult to select the single best
description.
• Criteria cannot be weighted.
Advantages and Disadvantages of Analytic
Rubrics

• Advantages of Analytic Rubrics

• Provide useful feedback on areas of strength and
weakness.
• Criterion can be weighted to reflect the relative importance
of each dimension.

• Disadvantages of Analytic Rubrics

• Takes more time to create and use than a holistic rubric.
• Unless each point for each criterion is well-defined raters
may not arrive at the same score
 Analytic Rubric – Oral Communication

Descriptor Exemplary Competent Developing

Content Full understanding of Good Does not seem to
topic Understanding of understand topic
parts of topic

Stays on topic Stays on topic Stays on topic It was hard to tell

100-95% if the time 94-75-% if the time what the topic was

Preparedness Completely prepared Somewhat Does not seem at all

and has obviously prepared, but it is prepared to present
rehearsed clear that rehearsal
was lacking

Eye contact Establishes eye Sometimes Does not look at

contact with everyone establishes eye people during the
in the room
contact presentation
Application of Scales

Exemplary, proficient, marginal, unacceptable

Advanced, intermediate high, intermediate, novice
Distinguished, proficient, intermediate, novice
Accomplished, average, developing, beginning
Outstanding, very good, good, poor, unsatisfactory
A, B, C, D, F
Satisfactory, unsatisfactory
Remember - questions to
consider

• What should the assignment include?

• What will be assessed?
• How will the assignment align with standards?
• How will we measure student achievement?
Rubrics in Bb
Bb Rubric Template
 Rubric Template
(Describe here the task or performance that this rubric is designed to evaluate.)

Beginning Developing Accomplished Exemplary Score

1 2 3 4
Description of
Stated Objective or Description of Description of
identifiable performance Description of
Performance identifiable performance identifiable performance
characteristics reflecting identifiable performance
characteristics reflecting characteristics reflecting
development and characteristics reflecting
a beginning level of the highest level of
movement toward mastery of performance.
performance. performance.
mastery of performance.
Description of
Stated Objective or Description of Description of
identifiable performance Description of
Performance identifiable performance identifiable performance
characteristics reflecting identifiable performance
characteristics reflecting characteristics reflecting
development and characteristics reflecting
a beginning level of the highest level of
movement toward mastery of performance.
performance. performance.
mastery of performance.
Description of
Stated Objective or Description of Description of
identifiable performance Description of
Performance identifiable performance identifiable performance
characteristics reflecting identifiable performance
characteristics reflecting characteristics reflecting
development and characteristics reflecting
a beginning level of the highest level of
movement toward mastery of performance.
performance. performance.
mastery of performance.
Description of
Stated Objective or Description of Description of
identifiable performance Description of
Performance identifiable performance identifiable performance
characteristics reflecting identifiable performance
characteristics reflecting characteristics reflecting
development and characteristics reflecting
a beginning level of the highest level of
movement toward mastery of performance.
performance. performance.
mastery of performance.
Resources

• AACU – 16 VALUE Rubrics for the LEAP Essential Learning

Outcomes. http://www.aacu.org/value/rubrics
• FHSU Blackboard Tutorial.
www.fhsu.edu/learningtechnologies/BlackboardFacultyTutorial
Assessment/
• Bb Rubrics Tutorial Handouts
www.fhsu.edu/uploadedFiles/Technology/ctelt/Documents/Rubri
cs%20Handout.pdf
• University of Central Florida -
http://www.fctl.ucf.edu/teachingandlearningresources/coursedesi
gn/assessment/assessmenttoolsresources/rubrics.php
• Cornell University -
http://www.cte.cornell.edu/teaching-ideas/assessing-student-lear
ning/using-rubrics.html
• Michigan State University - http://fod.msu.edu/oir/rubrics