Developing a Rubric

Writing Scale and Dimension

The nuts and bolts of creating rubrics are simple: communicate the dimension/criteria (what are the keys to doing the assignment well) and create a scale (what strong and weak work looks like). 

A basic rubric could look like this - criteria/dimensions in a column on the left, and a three-level scale across the top:

Criteria/Dimension	Weak/Low/Below Expectations	Medium/Pass/Meets Expectations	High/Strong/Exceeds Expectations
Criteria #1 (a skill or learning target)	Explanation of what "below expectations" looks like	Explanation of what "meets expectations" looks like	Explanation of what "exceeds expectations" looks like
Ex. Use of disciplinary vocabulary	Few uses of vocabulary from reading and lecture, often incorrect	Some use of vocabulary from reading and lecture, with some errors	Frequent and effective use of vocabulary from reading and lecture
Ex. Critical thinking	Response shows a lack of understanding of the problem or solutions	Response shows an understanding of the problem presented, but solutions are poor	Response shows a clear understanding of the problem and selects the best solutions

 

Here's a short video on the topic:

 

And, here's the file of samples Download file of samples

(or a pdf version) Download pdf version)

 that I share in the video. 

 

Evaluating Your Rubrics

After writing your scale and dimension, it's time to assess it. A great tool is "A rubric for rubrics, Download A rubric for rubrics,

" from Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004, 2019). Classroom assessment for student learning: Doing it right, using it well. Assessment Training Institute.

Whether you use it on your own work or ask a colleague or a student to provide feedback, the rubric for rubrics helps you determine how to improve your document. Here's a preview:

 

  

 

Beyond the Basic Rubric

There are many ways to share grading information with students beyond the basic rubric publication. Here's some ideas about taking your rubrics to the next level.

1. Instead of just posting your rubrics, consider discussing a sample of student work and your application of the rubric to that assignment. Assuming that you have permission to share student work with classes (and most students are flattered when you tell them their work will be used as good examples for future classes), post that assignment, paper, project, or other learning assessment and discuss WHY that assignment earned a good grade. Talk through the strengths and even some weaknesses, making more concrete your grading priorities. You can bring in a sample to class, or - if you have concerns about taking too much class time - post a Panopto or Zoom recording with the discussion for online viewing. This post can be used for multiple classes and quarters, and it works especially well for those students who are new to the college classroom. Maybe they don't want to ask questions in class, so posting this for them to access is key to their success. 

This image is me explaining a literary analysis paper to my online Intro to Literature students, but I posted this in my on-ground and hybrid sections as well. 

2. Another idea of pushing past the basic rubric is to get your students involved. Instead of handing them a complete rubric, consider asking them to help you create it. Let them engage with the assignment fully and thoughtfully, listing the criteria of good work. This works especially well if you have worked with the same set of students in previous quarters. But, if you have concerns that they don't yet have the language to describe excellent work, provide them the big rubric elements. Then, you can have them help determine the language (ensuring that they understand the ideas) or point value (within your guidelines) of different rubric elements. This active involvement in the assignment assessment is great metacognitive development that will help them in your class and future classes as well. 

3. Finally, consider spending time with the rubric before the final assignment is graded. Have them use it as self-reflection early enough to give you feedback/formative assessment about what they are still struggling with - this can help you address those learning needs before the assignment is due. Or, consider using your rubric for peer-to-peer feedback. Proving class time for peer review or feedback is great for learning - both for those that receive feedback as well as those who give it. Often, students are not quite sure what to say to each other. Save them some guesswork by using the rubric in their conversations to make sure that they stay on track. It will reinforce the skills and criteria that you are asking them to learn.

If you have additional uses for your rubrics, please let me know!