Using Rubrics to Assess Student Learning

1. Using Rubrics to Assess Student Learning College of Health Sciences “Lunch and Learn” Series February 12, 2010 Rena Murphy & Sharon Stewart

2. What is a rubric? • A scoring tool in the form of a grid or matrix that lays out the specific expectations for an assignment • Divides an assignment into its component parts and provides a detailed description of acceptable or unacceptable levels of performance for each part

3. What are the components of a basic rubric? • Title and task description (the assignment) • A scale of some sort (descriptive terms, grades, or points) • Dimensions of the assignment (breakdown of skills/knowledge involved in the task) • Specific descriptions of what constitutes each level of performance displayed on a grid

4. Example

5. When do you need rubric? • You repeatedly provide the same comments when grading students’ assignments • You are concerned that you may be grading the same assignment differently for some students than for others • You have made a complex assignment and you are not sure how to communicate the expectations clearly • You are disappointed because students seem unaware of the expectations for an assignment and seem surprised by your feedback • Students ask many questions about an assignment, even though you think you explained it

6. Why should you use rubrics? Benefits to students • Helps students understand the specific expectations for the assignment • Serves as a means for students to monitor and assess their own progress • Establishes a framework for consistent and informative peer assessment • Used properly, it provides students with detailed and timely feedback • Ensures that summative feedback is consistent across students

7. Why should you use rubrics? Benefits to instructor • Provides a framework for presenting the details and expectations for the assignment • Serves as a tool for providing students with periodic formative feedback • Can be provided to students as an instrument for guiding peer assessment • Is efficient, allowing for detailed and timely feedback • Promotes consistency in providing summative feedback • Guides instruction and may help in refining instructional skills

8. Rubrics Dos and Don’ts • DO: • Provide a copy of the rubric to students EARLY – preferably at the beginning of the term • Post on Blackboard or attach to the syllabus • Clearly tie the assignment tasks to the criteria of the rubric • Refer to it periodically throughout the term as a way to discuss expectation for the assignment due dates • DON’T • Assume students know what a rubric is or how to use it • Explain to students how you will use the rubric for grading • Allow students to ask questions about the assignment and tasks or directions that are unclear • Use a rubric for grading purposes without sharing the criteria with the students

9. How do I construct a rubric? • Review the materials for the assignment – looking for themes; • Feedback from students re: the rubric – questions asked; clarification for missing information; etc. • Start with the end in mind • Use your expectations of a quality product to define the attributes and describe the various levels of mastery in each dimension. • Identify clear performance criteria • Maintain consistent attributes in each level of scoring • Alter the level of quality of the attribute to show mastery • Do not introduce new attributes into a performance criteria