Constructing and Using Grading Rubrics

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Constructing and Using Grading Rubrics

• The BCC Assessment Team

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First why use rubrics?

• They are good for students.
• They are good for instructors (the graders).
• They are good for those assessing learning
  outcomes.

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What is a Rubric?
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A rubric is a scoring tool--a way of presenting
evaluation criteria in a matrix that includes
learning objectives and levels of performance.

• Huh?
• Sample to come!

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A rubric typically consists of a set of scoring
criteria, e.g.

• Organization
• Issue selection
• Argumentation

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These are grouped into categories based on levels
of performance, using either a descriptive or
numerical rating scale, or both.
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Sample of descriptive rating scale

• Excellent
• Good
• Satisfactory
• Needs Improvement

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Sample of numerical rating scale

• 5 (highest)
• 4
• 3
• 2
• 1 (lowest)

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Typically, point values are assigned to each
criterion and each level, thus allowing various
categories of evaluation.
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A partial, simple rubric
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Although rubrics are typically used to assess
written work and oral presentations, they can be
used to assess literally anything.
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But wait a minute, you ask, arent rubrics a
grammar school and high school thing?

• The answer is yes, but...

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They are increasing becoming a college and
university thing, because they are so useful.
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Why are rubrics so useful for students and
instructors?
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Rubrics set clear expectations for assignments.

• No more I didnt know what you were looking
  for!

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Rubrics set clear, comparatively objective
standards for grading.

• No more Why didnt I get an A rather than a B?

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In addition to the traditional grading scale of A
through F, you are now describing performances at
each of these levels.
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Thus, rubrics make it easier for your evaluations
to be formative and not merely summative.
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To obtain maximum benefit for all involved, the
rubric should be given to students before they
begin to work on the assignment.
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Will this end all disputes and grade grubbing?

• No, but it should minimize it.

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OK, but what else is in it for us?

• Rubrics allow instructors to give students
  comprehensive feedback on their performance in a
  relatively short amount of time.

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Great, but now how will this help with outcomes
assessment?

• If a rubric is adopted by a department, or all
  those teaching a particular course (or even a
  representative subset of them), then it is fairly
  easy to generate data sets concerning student
  performance (i.e., outcomes).

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You can even set benchmarks, e.g.,

• We want 80 of our students taking Comp I to
  write essays at level 8 or higher.

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What are the drawbacks?

• They take time to construct.
• It can be difficult defining the criteria that
  distinguish performance levels.
• It takes time to get used to using them.

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What are some good resources?

• http//rubistar.4teachers.org/
• http//www.wcer.wisc.edu/nise/CL1/flag/cat/rubrics
  /rubrics1.htm
• For samples, contact Peter Dlugos
• (Rm. L-325A, x9282)