1. DESIGNING RUBRICS Hein van der Watt
Curriculum Development Practitioner

2. What is a rubric? Linked to outcomes Scale with progression
COMM 0001 – Writing Reports
Learning outcome : Write a report on his/her evaluation of a marketing strategy.
Criteria for success: Each statement must be at a level of Acceptable or better.
Lecturer: ____________________ Date: _________________
Student name: ________________ Student ID: ____________
Performance area
Poor = 1
Acceptable = 2
Excellent = 3
Comments
Spelling mistakes in the report
3 or more
1 to 2
Grammar mistakes in the report
4 or more
2 to 3
0 or 1
Punctuation mistakes in the report
Instruction: Put a check mark in the appropriate box for each row.
Excellent = Performance is above the expectations stated in the outcomes.
Acceptable = Performance meets the expectations stated in the outcomes.
Poor = Performance does not meet the expectations stated in the outcomes.
Criteria for competency / pass result
Characteristics / items / skills / tasks
Levels of proficiency/ Degrees of quality
Descriptive criteria - clear / understandable and measurable
Clearly stated
What is not acceptable
What is competence
What is excellence? – Highest level

3. Assess skills that are “difficult” to assess Provide timely feedback
Prepare students to use detailed feedback
Encourage critical thinking
Help to refine our teaching skills
Level the playing field
Make assessment transparent
Why use rubrics?

4. Chocolate Chip Cookie
Make use of the table provided (PAGE 8) and design your own rubric to assess a quality “chocolate chip cookie”

5. Rubrics with weighted criteria – see hand out, page 13
Other examples
Rubrics with weighted criteria – see hand out, page 13

6. Rubrics - Summary
Learning to create rubrics is like anything else in life – it takes some time and commitment to create the first one. BUT once the task becomes second nature, it actually saves time; provide more effective teaching resulting in more effective learning.

7. Feedback on assessment
Why and how do we give feedback on assessment of learning?

8. FEEDBACK & RUBRICS – ASSESSMENT FOR LEARNING
Helps clarify what good performance is - transparency
Develop self-assessment (reflection)
High quality information to students own learning – assessment FOR learning
Encourages teacher and peer dialogue
Provides opportunities to close the gap
Provides information to teachers to help shape teaching
Nicol and Macfarlane-Dick (2006: )

9. Thank you!!!