Using Rubrics

Rubrics and Transparency

Rubrics are part of a series of teaching approaches that focus on transparency - clarifying how and why we do things the way we do in college. Consider your first-generation students during their very first quarter in college; they are stressed by assumptions that faculty make about what they already know. It is unfair to expect them to understand concepts - from how to write a paper, how to ask for help, where to go for help, how college expectations vary from class to class and faculty to faculty. Assuming they know these things before they step into the classroom is problematic, especially for those without a college-prep high school experience or those returning to college after years away from the classroom. It is our responsibility to teach students how to perform well in our class. One way to do that is to communicate our grading and performance expectations clearly. 

With that in mind, rubrics are one step in the direction of transparency, and I encourage you to review the TILT module for more information about transparent assignment design. 

 

Rubric Benefits

In this short video, I discuss the benefits of rubrics for both students and faculty. 

Here's a Download transcript

for this video. 

Rubric Limitations

Of course, some faculty have concerns about using rubrics. I understand these concerns, and there are way to mitigate those concerns and still support students effectively. I have tried  address a few here.

  • Concern #1: "Rubrics limit creativity and discourage critical think by students." If you have concerns about getting "cookie cutter" responses, you are not alone. A carefully crafted rubric does not have to address form or structure if that is not your concern. Spend time thinking about what matters most in student work and communicate those values. One simple way to address the critical thinking concern is to scaffold your rubric use - include them with early assignments, letting students get a sense of your approach and what you value in student performance, and then don't use them later in the quarter. 
  • Concern #2: "It takes time and energy to created rubrics, and it takes class time to make sure students understand them." It does take time to write good rubrics and teach them effectively. It also takes more time to grade poor assignments that good ones. Spending the time up front allows students to focus their energy on the things that matter most, and that means less time spent writing comments about errors that could have been easily fixed. 
  • Concern #3: "Rubrics teach to the test." There are concerns that rubrics narrowly define performance and only address a limited number of topics. This is true. But it is also true that novices don't think like experts. They don't have the background in your discipline that you do, so it is important to help them limit their focus on particular skills and knowledge to build a solid foundation first. Thinking like a novice is difficult for experts, but a rubric can help you do that. 

Despite these concerns, rubrics are about classroom equity - making sure everyone has the opportunity to succeed. Find an approach that fits your teaching philosophy and discipline. 

 

Revision

Keep in mind that rubrics often need updates. If you find yourself writing the same comment over and over again, not only can you cover that skill differently in class next time, but you might incorporate it into the next draft of your rubric. 

Consider the following questions:

  • After the first use, what are comments or problem areas that were common in that assignment?  
  • When in the assignment process did you provide the rubric to students?
  • If necessary, what do you need to address in your own teaching that would support better student performance?

 

Resources

Also, if you would like to dig a little deeper into the research, here are some helpful articles:

  • Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18.
  • Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall.
  • Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448. Stevens and Levi. Introduction to Rubrics. New York: Stylus, 2013.