Rubrics

Benefits of Rubrics

Rubrics provide numerous benefits for both students and instructors.

Benefits for Students	Benefits for Instructors
Enhanced learning outcomes: Research has shown that rubrics can improve student learning outcomes by providing clear expectations and feedback on assignments (Andrade, 2010).	Improved efficiency: Rubrics can save faculty time in the grading process, as they can quickly and objectively assess student work based on predetermined criteria (Reeves & Marbach-Ad, 2016).
Increased motivation: Rubrics can help students stay motivated by providing clear and attainable goals for their work (Stevens & Levi, 2013).	Increased consistency: Rubrics can help ensure that grading is consistent across assignments and multiple graders (Stevens & Levi, 2013).
Improved self-assessment: Rubrics can help students become better at assessing their own work and identifying areas where they need to improve (Barkley, Cross, & Major, 2014).	Enhanced feedback: Rubrics can facilitate more detailed and specific feedback to students, which can help them improve their work and learning outcomes (Barkley, Cross, & Major, 2014).
Reduced anxiety: Rubrics can reduce student anxiety by providing clear expectations and reducing uncertainty about how their work will be evaluated (Panadero & Jonsson, 2013).	Improved communication: Rubrics can help faculty communicate expectations to students and help them understand what they need to do to succeed (Panadero & Jonsson, 2013).

Types of Rubrics

 

• Holistic Rubrics

  With holistic rubrics, all criteria are assessed as a single score. Holistic rubrics are good for evaluating overall performance on a task, and because only one score is given, scoring is typically quicker and easier

  Advantages: 

  • 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:

  • 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.

  Steps to create a holistic rubric

  1. Determine all the skills and abilities students need to demonstrate in order to achieve the learning outcome(s). For example, clarity, organization, and grammar.
  2. Determine the appropriate levels of accomplishment. For example, needs improvement, developing, sufficient, and above average.
  3. Write the overall descriptions of how a student would demonstrate the learning outcome for each level of accomplishment. When creating a holistic rubric this step cannot be skipped.

  Examples

  • Graduate Writing (California State University, Long Beach)
  • Class Discussion (Carnegie Mellon University)
  • Critical Thinking (Adapted from Facione & Facione, 2011)
• Analytical Rubrics

  With analytical rubrics, each criterion is assessed separately, using different descriptive ratings. Each criterion receives a separate score, and therefore take more time to use but provide more detailed feedback.

  Advantages:

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

  Disadvantages:

  • 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

  Steps to create an analytical rubric

  Beckett and Hager (2002) suggest creating an analytical rubric with following steps:

  1. Identify the learning objectives or goals: Before creating an analytical rubric, you need to identify the learning objectives or goals you want your students to achieve. These goals should be clear, specific, and measurable.
  2. Select the assessment criteria: Once you have identified the learning objectives, you need to select the assessment criteria. These are the specific skills or knowledge areas that you want your students to demonstrate in their work.
  3. Define the performance levels: Next, you need to define the performance levels for each criterion. These levels describe the degree to which a student has achieved the learning objective. Typically, there are four or five levels, ranging from "below expectations" to "exceeds expectations."
  4. Create a rubric table: Create a table that lists the criteria, the performance levels, and the descriptors for each level. The descriptors should be specific and clear, so that students know exactly what they need to do to achieve a certain level.
  5. Align the rubric with the learning objectives and standards: Ensure that the rubric aligns with the learning objectives and any relevant standards or benchmarks.
  6. Test  or norm the rubric: Before using the rubric, test it with a small group of students or colleagues to ensure that it is valid and reliable. You can also conduct a more formal norming process, which is suggested if more than one instructor or grader will be using the rubric.
  7. Use the rubric: Finally, use the rubric to assess student work. Provide feedback to students based on the rubric, and use it to guide your instruction and improve student learning.

  Examples:

  • Design Project Assessment Rubric (University of Wisconsin-Milwaukee)
  • Group Presentation (Carnegie Mellon University)
  • Research Paper Rubric (Adelphi University)

Evaluating Rubrics

Questions to ask when evaluating a rubric include:

1. Is the rubric clearly organized and easy to understand?
2. Does the rubric accurately reflect the learning objectives and outcomes for the assignment?
3. Are the criteria and levels of achievement clearly defined and specific?
4. Are the descriptions of each level of achievement clear and easily understandable?
5. Are the criteria and levels of achievement appropriately weighted and balanced?
6. Does the rubric allow for multiple pathways to success, or is it too rigid?
7. Is the rubric fair and free of bias?
8. Does the rubric allow for flexibility in grading based on individual student needs?
9. Does the rubric align with other assessments and grading practices used in the course?
10. Does the rubric provide meaningful feedback to students on their performance?

Additional Resources

• Rubrics in Brightspace: Youtube video
• SBU Brightspace resources: home page
• Association of American Colleges and Universities (AACU)

 

• References
  • Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. Educational Assessment, Evaluation and Accountability, 22(1), 1-19.

  
  

  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.

  
  

  • Beckett, D., & Hager, P. (2002). Developing and using analytical rubrics. Journal of adult education, 31(1), 34-41.

  
  

  • DePaul University. (n.d.). Types of Rubrics. Teaching Commons. Retrieved from https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx

  
  

  • Northern Illinois University Center for Innovative Teaching and Learning. (2012). Rubrics for assessment. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

  
  

  • Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144.

  
  

  • Reeves, T. D., & Marbach-Ad, G. (2016). Rubrics and scientific writing: An empirical study of undergraduate and graduate biology majors. CBE-Life Sciences Education, 15(4), ar68.

  
  

  • Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Stylus Publishing, LLC.