Rubrics can enhance the consistency, transparency, and fairness for assessing all sorts of student work, including exams, papers, projects, posters, group work, oral presentations, lab reports, pop quizzes, class participation, etc.The rubric guides how the student’s work will be assessed, and indicates the weight that will be given to the various elements of the work.For instance, multiple choice exams do not require a rubric, and rubrics may not be appropriate for certain types of student self-assessment.
Rubrics can enhance the consistency, transparency, and fairness for assessing all sorts of student work, including exams, papers, projects, posters, group work, oral presentations, lab reports, pop quizzes, class participation, etc.The rubric guides how the student’s work will be assessed, and indicates the weight that will be given to the various elements of the work.
However, because the individual numbers are not described, a minimal rubric provides little guidance [and] many students are still likely to ask why they got a [particular grade]." (Walvoord & Anderson, 2006, p.
39) It’s not absolutely necessary to have your Weighting Criteria defined so extensively or precisely.
The letter grade is probably the most common and well known grading rubric, but there are many others that could be used in different situations.
Sharing the rubric for a particular type of work with the students when giving an assessment can be very useful, both for the students and the instructor.
For instance, the rubric for assessing a formal paper would be quite different from the rubric for a student poster or lab report.
The rubric for a formal paper might award points for particular aspects of the paper.Using the rubric helped the students get beyond mechanics to concentrate on the content of the paper.It also saved the professor from the tedium of repeatedly making many of the same corrections, writing long explanations of what had been thought to be readily apparent, or being so bogged down in addressing mechanical errors that conceptualizations were sidelined.” (p.All instructors have used a grading rubric whether they realize it or not.The standard marking scheme of A, B, C, D, F is a type of grading rubric, whereby those letters are assigned certain percentage values out of 100% or are given a named value such as Excellent, Good, Fair, Poor, and Failure.Uses a wide range of very appropriate current sources, both texts and journal articles.Demonstrates creativity in finding appropriate and relevant sources. It helps faculty to articulate, and students to understand, the qualities faculty are looking for in [their students’ work].It is also a very good idea to share the rubric with any Teaching Assistants for the course, thus enabling them to see what the instructor wants the students to achieve in their work and helping to maintain consistent grading from all the TAs.In her excellent book on rubrics in higher education, Mary J.Once each category has been described, you can then define the Weighting Criteria.For the Background Research example, you might weight it as follows: 5 = Shows excellent grasp of the breadth and depth of the topic.