1. Students as Self Assessors Teachers as Focused Coaches
Designing Rubrics
Students as Self Assessors
Teachers as Focused Coaches

2. Example: Rubric of a Research Proposal
Analytical Rubric - Research
Levels of Performance
Criteria
Weights 1 2 3
Number of Sources X1
1-4
5-9
10-12
Historical Accuracy X3
Lots of historical inaccuracies
Few inaccuracies
No apparent inaccuracies
Organization
Cannot tell from which source information came
Can tell with difficulty where information came from
Can easily tell which sources info was drawn from
Bibliography
Bibliography contains very little information
Bibliography contains most relevant information
All relevant information is included

3. IQAC, UIU

4. What is a rubric? A rubric is a lesson in quality
A public declaration of expectations
A communication tool
A self-assessment tool for learners
A gauge for examining performance
A self-fulfilling prophecy
Being a public declaration of expectations makes it not hidden, and especially not dependent on teacher mood swings.
IQAC, UIU

5. What is a rubric?
A rubric is a guideline for rating student performance.
Benefits:
The rubric provides those doing the assessment with exactly the characteristics for each level of performance on which they should base their judgment.  
The rubric provides those who have been assessed with clear information about how well they performed.  
The rubric also provides those who have been assessed with a clear indication of what they need to accomplish in the future to better their performance.
IQAC, UIU

6. What is a rubric? Quality Continuum
A rubric must define the range of possible performance levels.  Within this range are different levels of performance which are organized from the lowest level to the highest level of performance. 
Usually, a scale of possible points is associated with the continuum where the highest level receives the greatest number of points and the lowest level of performance receives the fewest points.
IQAC, UIU

7. Why Use Rubrics? Rubrics help instructors
Assess assignments consistently from student-to-student.
Save time in grading, both short-term and long-term.
Give timely, effective feedback and promote student learning in a sustainable way.
Clarify expectations and components of an assignment for both students and course TAs.
Refine teaching skills by evaluating rubric results.
IQAC, UIU

8. Why Use Rubrics? Rubrics help students:
Understand expectations and components of an assignment.
Become more aware of their learning process and progress.
Improve work through timely and detailed feedback.
IQAC, UIU

9. Why Rubric in Learning Assessment?
The most effective teachers handle students and grading fairly.
(Robert J. Walker, ASU)
Every university student we surveyed listed fairness as one of the characteristics of their favourite teachers.
(Thompson et al., Univ. of Memphis)

11. What is a rubric? Quality Continuum Excellent 4 Good 3 Satisfactory 2
PERFORMANCE LEVEL
POINTS
Excellent 4
90-100
Good 3
80-89
Satisfactory 2
70-79
Needs Improvement 1
60-69
Clearly unsatisfactory
<60
IQAC, UIU

12. Rubric vs. Checklist Checklist for a friendly letter
______ Date, flush left at top
______ Address
______ Greeting
______ Body
______ Salutation
______ Signature
IQAC, UIU

13. Rubric vs. Checklist Checklists have not judgment of quality.
Checklists can only be used when “present or absent” is a sufficient criterion for quality.
IQAC, UIU

14. Rubric vs. Checklist
Rubrics include descriptors for each targeted criterion.
Rubrics provide a scale which differentiates among the descriptors.
IQAC, UIU

15. The parts of a rubric: IQAC, UIU
The parts of the rubric call attention to parts of my assignment so I can revise (improve) it.
Rubric comes from the Latin: Rubrica, which means: highlight in red, used to call attention to something (not to mark errors).
IQAC, UIU

16. Determining Standards of Excellence
How many degrees of quality should you include?
Should you use language or numbers? If language, what descriptive terms should you use?
Should you weigh the items?
Grids, feedback systems, surveys should have EVEN numbers of choices, so people are forced to make a choice. If you use ODD number of choices, people will tend to chose a middle one! Results will not be as accurate.
IQAC, UIU

17. Criteria Objectives The specific areas for assessment
Focus areas for instruction
Clear and relevant
Age appropriate
Form and function represented
Objectives
IQAC, UIU

18. Indicators Descriptors of level of performance for the criteria
Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.
Clear, observable language
Examples for learners
This is the hardest part! It tells the student what the levels of performance should look like very clearly.
IQAC, UIU

19. What makes a quality RUBRIC?
An even number of standards of excellence
Clear essential criteria
Realistic number of criteria
Explicit, observable indicators
If points… clear to students upfront
Deliberate sequence of criteria
High interjudge reliability
Tested out with students
We need to teach the kids to use the rubrics as a TOOL (not only as an evaluation).
Create a habit of mind = self-assess.
IQAC, UIU

20. Development of Rubric Getting Started
Start small by creating one rubric for one assignment in a semester.
Ask colleagues if they have developed rubrics for similar assignments.
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.
IQAC, UIU

21. Development Guidelines
Examine an assignment for your course.
Outline the elements or critical attributes to be evaluated
must be objectively measurable
Create an evaluative range for performance quality under each element; for instance, “excellent,” “good,” “unsatisfactory.”
IQAC, UIU

22. Development Guidelines (contd.)
Reinforce a developmental approach by students by using a developmental scale in your rubric, like “Beginning”, “Emerging” and “Exemplary.”
Add descriptors that qualify each level of performance:
Avoid using subjective or vague criteria such as “interesting” or “creative”; instead, outline objective indicators that would fall under these categories.
IQAC, UIU

23. Development Guidelines (contd.)
The criteria must clearly differentiate one performance level from another.
Assign a numerical scale to each level.
Give a draft of the rubric to your colleagues and/or TAs for feedback.
Train students to use your rubric and solicit feedback
Rework the rubric based on the feedback.
IQAC, UIU