Common Misconceptions About Rubrics. Susan Brookhart is professor emerita in the School of Education at Duquesne University and an educational consultant at Brookhart Enterprises LLC, working with schools, districts, regional educational service units, universities, and states doing professional development. She was the — editor of Educational Measurement: Issues and Practice , and is author or co-author of 19 books and over 70 articles and book chapters on classroom assessment, teacher professional development, and evaluation.
She serves on the editorial boards of several journals. Member Book. About What is a rubric? References Facione, P. The holistic critical thinking rubric [PDF]. Rhodes, T. Assessing outcomes and improving achievement: Tips and tools for using the rubrics. Using rubrics to provide feedback to students. In Learner-centered assessment on college campuses pp.
Lewis, R. Focusing students: Three approaches for learning through evaluation. Innovative Higher Education, 23 3 , Luft, J.
Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10 2 , Stevens, D. Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning 2 nd ed. Virginia: Sylus. Introduction to rubrics companion site. Feedback requested! Have you used the strategies in a Tip Sheet? Do you have questions or suggestions? Let us know!
Search for tips. Containing all of the words. Containing any of the words. Containing the phrase. Containing none of the words. Become more aware of their learning process and progress. Improve work through timely and detailed feedback. Considerations for using rubrics When developing rubrics consider the following: Although it takes time to build a rubric, time will be saved in the long run as grading and providing feedback on student work will become more streamlined.
A rubric can be a fillable pdf that can easily be emailed to students. Rubrics are most often used to grade written assignments, but they have many other uses: They can be used for oral presentations. They are a great tool to evaluate teamwork and individual contribution to group tasks.
Rubrics facilitate peer-review by setting evaluation standards. Have students use the rubric to provide peer assessment on various drafts. The following steps will help you develop a rubric no matter which option you choose. Determining which type of rubric to use depends on what and how you plan to evaluate. There are several types of rubrics including holistic, analytical, general, and task-specific. Each of these will be described below.
All criteria are assessed as a single score. Holistic rubrics are good for evaluating overall performance on a task.
Because only one score is given, holistic rubrics tend to be easier to score. However, holistic rubrics do not provide detailed information on student performance for each criterion; the levels of performance are treated as a whole. Each criterion is assessed separately, using different descriptive ratings. Each criterion receives a separate score. Analytical rubrics take more time to score but provide more detailed feedback.
A generic rubric contains criteria that are general across tasks and can be used for similar tasks or performances. Criteria are assessed separately, as in an analytical rubric.
Assesses a specific task. Unique criteria are assessed separately. Grading rubrics are effective and efficient tools which allow for objective and consistent assessment of a range of performances, assignments, and activities.
Rubrics can help clarify your expectations and will show students how to meet them, making students accountable for their performance in an easy-to-follow format. The feedback that students receive through a grading rubric can help them improve their performance on revised or subsequent work. Rubrics can help to rationalize grades when students ask about your method of assessment.
Rubrics also allow for consistency in grading for those who team teach the same course, for TAs assigned to the task of grading, and serve as good documentation for accreditation purposes. Several online sources exist which can be used in the creation of customized grading rubrics; a few of these are listed below. Arter, J. Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance.
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