1. Jane Schmidt-Wilk, Ph.D. Maharishi University of Management
Make Grading Easy by Using Rubrics: Giving Students the Blueprint of Creation
Jane Schmidt-Wilk, Ph.D.
Maharishi University of Management

2. Wholeness
Rubrics make our expectations visible to students, thus increasing the likelihood that they will understand our assignments and perform as well as we desire. A vision of the goal inspires aspirants on the path of evolution.

3. Overview What is a rubric? Why do rubrics make grading easier?
How to construct a rubric
How to use rubrics
Why use rubrics?
Where to learn more about rubrics

4. Overview What is a rubric? Why do rubrics make grading easier?
How to construct a rubric
How to use rubrics
Why use rubrics?
Where to learn more about rubrics

5. What is a rubric?
“Scoring tool that lays out specific expectations for an assignment” (Stevens & Levi, 2005).
Divides an assignment into its component parts
Provides a detailed description of what constitutes acceptable or unacceptable levels of performance on each part

6. Rubrics are like Blueprints
Teacher: Guide to scoring an assignment
Student: Guide to drafting an assignment

7. What can be graded using a rubric?
Research papers
Book critiques
Laboratory reports
Portfolios …
Discussion participation
Group work
Oral presentations …

8. Title Task Description
Scale level 1
Scale level 2
Scale level 3
Dimension 1
Dimension 2
Dimension 3
Dimension 4

9. What is a rubric? Five elements of a rubric Title Task description
Scale
Dimensions
Descriptions of the dimensions

10. Sample rubrics
See handouts

11. Scale: Commonly used sets of labels
Sophisticated, competent, partly competent, not yet competent
Exemplary, proficient, marginal, unacceptable
Advanced, high, intermediate, novice
Accomplished, average, developing. Beginning
Excellent, competent, needs work

12. Dimensions Lay out components of the task
Identify which components are most important

13. Dimensions May correspond to Different learning objectives
Components of one learning objective

14. Description of the dimensions
Description of highest or ideal level of performance (A)
Descriptions of common ways student work does not meet the ideal
Differences between ideal and real (B)
Emphasis on what might have been accomplished but was not (C)

15. Main Point 1
Rubrics are scoring tools that help clarify one’s expectations about the assignment and the range of performance possibilities from acceptable to unacceptable. When our desires are clear, Nature is more likely to support.

16. Overview What is a rubric? Why do rubrics make grading easier?
How to construct a rubric
How to use rubrics
Why use rubrics?
Where to learn more about rubrics

17. Why do rubrics make grading easier and faster?
Establish consistency and focus
Establish performance anchors
Focus on what we expect in all papers
Evaluate all papers in same way
Evaluate all papers in same sequence

18. Why do rubrics make grading easier and faster?
Gain speed
Circle or check descriptions of dimensions
Write only a few well-chosen words

19. Why do rubrics make grading easier and faster?
Assign grades
Sum up points assigned to descriptions
Maintain objectivity in assigning grades
Convey impression of fairness to students

20. Main Point 2
The planning involved in designing rubrics, in which we clarify the relationship between learning objectives and levels of performance, makes the grading process easier because we separate the steps: while grading, we don’t have to think about what will be graded or how. Effective planning depends on the clarity of the mind, which is readily gained by the regular experience of transcending.

21. Overview What is a rubric? Why do rubrics make grading easier?
How to construct a rubric
How to use rubrics?
Why use rubrics?
Where to learn more about rubrics

22. How to construct a rubric
Reflect on assignment
List specific learning objectives and assignment details
Group and label related ideas
Construct matrix
Start with 3 scale levels
Highest level (Ah!!)
Lowest level (Na!)
Middle level

23. How to construct a rubric
Design individually
Design in collaboration with:
Students
Tutors and teaching assistants
Colleagues

24. Overview What is a rubric? Why do rubrics make grading easier?
How to construct a rubric
How to use rubrics?
Why use rubrics?
Where to learn more about rubrics

25. How to use rubrics Design in advance (when designing assignment)
Distribute in syllabus
Use in grading
Return to student with assignment
Revise before reusing

26. Overview What is a rubric? Why do rubrics make grading easier?
How to construct a rubric
How to use rubrics
Why use rubrics?
Where to learn more about rubrics

27. Why use rubrics? Clarify expectations Encourage critical thinking
Facilitate communication with others
Help students assess their own performance
Help students plan …

28. Why use rubrics? Increase fairness in the evaluation process
Increase ownership of learning outcomes
Level the playing field
Prepare students to use detailed feedback
Reduce time spent on grading without sacrificing quality of developmental feedback

29. Why use rubrics? Refine our teaching skills
Signal respect for students’ performance
Signal the importance of the assignment
Stimulate reflection on links between learning activities, objectives, assessment
Structure learning that students must address
…and probably more!

30. Why use rubrics? Make grading easier and faster:
Establish performance anchors: consistent and focused
Provide detailed, formative feedback:
gain speed by circling or checking descriptors amd
Support individualized flexible, formative feedback
Convey summative feedback (grade)

31. Main Point 3
A few simple procedures of creating, distributing and using rubrics can bring both students and faculty a broad range of benefits in the teaching and learning process. Scientific research indicates that the simple procedure of the Transcendental Meditation technique brings a wide range of benefits not only to the practitioner but also to his or her environment.

32. Overview What is a rubric? Why do rubrics make grading easier?
How to construct a rubric
How to use rubrics
Why use rubrics?
Where to learn more about rubrics

33. URL for More Resources

34. References
Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA: Corwin.
Stevens, D.D. & Levi, A.J. (2005). Introduction to rubrics. Sterling, VA: Stylus.

35. Summary What is a rubric? Why do rubrics make grading easier?
How do I create rubrics?
How should I use rubrics?
Why use rubrics?
Where can I learn more about rubrics?

36. Questions?

37. Connecting the Parts of Knowledge with the Wholeness of Knowledge
Benefits of Using Rubrics
Rubrics make grading easier because more of the work involved in grading occurs in the planning and preparation phase when the
course and assignments are being designed.
Rubrics make the grading process fairer because they make the link between learning objectives and how they are assessed in performance more explicit.
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Transcendental Consciousness is the field of infinite organizing power.
Impulses within the transcendental field: The Veda is the blueprint of creation, the impulses of organizing power that organize nature’s
orderly evolution.
Wholeness moving within itself: In Unity Consciousness, the assignment, the rubric, and the student’s grade are as dear to me as my own Self.