Using Rubrics
Rubrics
Rubrics are tools used when assessing and grading students鈥� work. Rubrics indicate the performance or achievement criteria across the major components in student work. The criteria used in a grading rubric is linked to the intended learning outcome(s) being assessed in the course. Rubrics consist of both criteria and descriptions of levels of performance across a continuum and are thus distinguishable from checklists and rating scales (Brookhart, 2018).
Rubrics can save a lot of time and provide students with guidance when used for grading assignments such as group work, projects, essays, oral exams, presentations, to lab reports and more. When expectations and performance criteria are clear, students are likely to ask fewer questions, and appeal fewer grades. Rubrics also help improve the consistency of marking by teaching assistants (TAs) and instructors.
Examples of Rubrics
Consider these example rubrics as a starting point. Note that the best rubrics display assignment criteria and the level of performance for each component of an assignment that students are working towards.
Rubrics as Learning Tools for Students
Rubrics are also valuable tools of learning for students because they establish clear criteria for success and help students know where to focus their energy during major assignments.
- Share the rubric with students before they start an assignment.
- Weight assessment components to help students to set priorities and know where they should focus the majority of their efforts (e.g. on the design of a poster vs. the details of the methodology or lit review).
- Share exemplary assignments that illustrate high performance on each criteria.
- Use descriptive rather than evaluative language in your rubric. (Demonstrates advanced understanding of X concept in the paper; vs. able to define X concept and provide 3 complex examples of its application in real life).
- Use the rubrics for formative feedback on the assignment to help students improve their work before handing in the final version (self-assessment, peer feedback, or the instructor can walk the class through formative feedback on a sample assignment).
- Revise your rubric before each course offering 鈥� especially if students鈥� performance on an assignment indicated that they need greater clarity about expectations.
- Invite TAs to test rubrics to improve the inter-rater 鈥�&苍产蝉辫;reliability of grading practices.
- Share and discuss rubrics with colleagues.
Design a rubric
These five steps can be used to develop a rubric for each graded activity in your course:
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Step One: Do the pre-work
- Clarify your teaching intentions and course goals.
- Align the assignments with the learning goals in your course.
- Clarify the purpose of the assessment as either formative or summative. If summative, ensure that the assignments are scaffolding to support learning over the duration of your course.
- Define goals for each assessment (including exams).
- Confirm how the assessment will support students to demonstrate their knowledge and skills.
Step Two: Develop Performance criteria and attributes
- Identify specific criteria that you will use to assess performance. TIP: 3 to 6 is ideal.
- Weight each category of criteria. They can be the same.
- Each criteria being used must be significant and aligned with the learning goals.
- The criteria must be observable and measurable, and distinct and clearly described.
Step three: Identify Performance levels for Each Component and Assignment
- Identify 3 to 5 levels of performance for each critera in your rubric (needs improvement, developing, proficient, exemplary).
- Consider formative and summative levels of performance.
Step Four: Use Clear Descriptive Language
- Select descriptions that define the level of performance (e.g. 鈥渄eveloping, proficient, accomplished鈥�).
- Structure each category similarly for ease of use and consistency.
Step Five: Test and revise
- Apply the rubric with your first assignment. See how it goes. Revise the remainder of your assessment rubrics as necessary.
- Share with a colleague or TAs or the students themselves to clarify expectations.
Rubrics for curriculum renewal
In addition to supporting learning at the course level you can also use rubrics to determine the overall learning of students at the program level. Consider using rubrics to:
- Guide discussions with colleagues about progression of learning across the curriculum.
For example: What level of knowledge or performance do we expect of our graduating students 鈥� in areas such as research methodology or fluency in a programming language?
- Map the performance of students and groups of students throughout a program of study by comparing rubrics for similar assignments or courses throughout the program.
For example: How do courses across the curriculum build on each other to develop professional writing and communication skills? What level of performance is expected in first year vs. fourth year?
Practical Resources
- - Eberly Center
- - AACU
- - University of Waterloo
- - Vanderbilt University
- - Eberly Center
Try This...
- Collaborate with students to co-develop an assignment rubric.
- Ask your TAs for input on the rubric, and mark a few assignments together before they start to mark independently.
- Ask students to peer-review the first draft of their assignment using the rubric, and give or provide feedback for improvement.
Example
An instructor and their new TAs were overwhelmed by grading research papers in their large, third-year course. To save time, they worked together to design a rubric with clear criteria to streamline marking. The rubric included expectations for components of a good literature review, academic writing, elements of a good method section and referencing. While marking, the TAs highlighted the appropriate level of achievement on a digital copy of the rubric and added feedback. Marks assigned by TAs were much more consistent than in previous sections. The rubric also helped students reflect on the quality of their work and self 鈥� assess along the way.
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