What type of assessment is a rubric

Turn on more accessible mode. Turn off more accessible mode. Skip Ribbon Commands. Skip to main content. Turn off Animations. Turn on Animations. DePaul Shortcuts. Main Content. The purpose of the student work is not well-defined. Central ideas are not focused to support the thesis. Thoughts appear disconnected. The central purpose of the student work is identified. Ideas are generally focused in a way that supports the thesis. The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis.

The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. The audience has difficulty following the thread of thought. Information and ideas are presented in an order that the audience can follow with minimum difficulty. Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.

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Centre for Teaching Excellence. Faculty and staff Chairs and directors Postdoctoral fellows Graduate students. Your marking load is high, and writing out comments takes up a lot of your time.

You want to address the specific components of your marking scheme for student and instructor use both prior to and following the assignment submission. You find yourself wondering if you are grading or commenting equitably at the beginning, middle, and end of a grading session. You have a team of graders and wish to ensure validity and inter-rater reliability. What is a rubric? Holistic rubrics Holistic rubrics group several different assessment criteria and classify them together under grade headings or achievement levels.

Analytic rubrics Analytic rubrics separate different assessment criteria and address them comprehensively. At this stage, you might even consider selecting samples of exemplary student work that can be shown to students when setting assignments. Decide how many levels of achievement you will include on the rubric and how they will relate to your institution's definition of grades as well as your own grading scheme.

For each criterion, component, or essential element of quality, describe in detail what the performance at each achievement level looks like. Leave space for additional, tailored comments or overall impressions and a final grade. Be transparent Give students a copy of the rubric when you assign the performance task. Integrate rubrics into assignments Require students to attach the rubric to the assignment when they hand it in. Leverage rubrics to manage your time When you mark the assignment, circle or highlight the achieved level of performance for each criterion on the rubric.

Be prepared to revise your rubrics Decide upon a final grade for the assignment based on the rubric. Consider developing online rubrics If an assignment is being submitted to an electronic drop box you may be able to develop and use an online rubric. References Facione, P. Using rubrics to provide feedback to students. In Learner-centered assessment on college campuses pp. Lewis, R. Focusing students: Three approaches for learning through evaluation.

Smith, C. Assessment Rubrics. The contributions of staff who engaged with the preparation of this topic are gratefully acknowledged. This website. UNSW Websites. Using Assessment Rubrics. Overview A rubric for assessment, usually in the form of a matrix or grid, is a tool used to interpret and grade students' work against criteria and standards.

A rubric: handed out to students during an assessment task briefing makes them aware of all expectations related to the assessment task, and helps them evaluate their own work as it progresses helps teachers apply consistent standards when assessing qualitative tasks, and promotes consistency in shared marking. When to use Assessment rubrics can be used for assessing learning at all levels, from discrete assignments within a course through to program-level capstone projects and larger research or design projects and learning portfolios.

Benefits Assessment rubrics: provide a framework that clarifies assessment requirements and standards of performance for different grades. In this, they support assessment as learning; students can see what is important and where to focus their learning efforts.

They allow assessors to give very specific feedback to students on their performance. Challenges Using assessment rubrics can present the following challenges: When learning outcomes relate to higher levels of cognition for example, evaluating or creating , assessment designers can find it difficult to specify criteria and standards with exactitude. This can be a particular issue in disciplines or activities requiring creativity or other hard-to-measure capabilities.

It can be challenging for designers to encompass different dimensions of learning outcomes cognitive, psychomotor, affective within specific criteria and standards. Performance in the affective domain in particular can be difficult to distinguish according to strict criteria and standards.

Assessment rubrics are inherently indeterminate Sadler, , particularly when it comes to translating judgments on each criterion of an analytic rubric into grades.

Breaking down the assessment into complicated, detailed criteria may increase the marking workload for staff, and may lead to: distorted grading decisions Sadler, or students becoming over-dependent on the rubric and less inclined to develop their own judgment by creating, or contributing to the creation of, assessment rubrics Boud, Strategies Design a rubric An assessment rubric can be analytic or holistic. Analytic rubrics have several dimensions, with performance indicators for levels of achievement in each dimension.

Holistic rubrics assess the whole task according to one scale, and are appropriate for less structured tasks, such as open-ended problems and creative products. Assessment rubrics are composed of three elements: a set of criteria that provides an interpretation of the stated objectives performance, behaviour, quality a range of different levels of performance between highest and lowest descriptors that specify the performance corresponding to each level, to allow assessors to interpret which level has been met.

Assess with rubrics Ensure that assessment rubrics are prepared and available for students well before they begin work on tasks, so that the rubric contributes to their learning as they complete the work. Discuss assessment rubrics with students in class time. Use these discussions to refine and improve rubrics in response to students' common misunderstandings and misconceptions. Practise using rubrics in class. Have students assess their own, their peers' and others' work. Involve students in developing assessment rubrics, and involve them more as they become competent in doing so.

This encourages them to be independent and to manage their own learning. Frame your assessment feedback to students in the terms laid out in the rubric, so that they can clearly see where they have succeeded or performed less well in the task. Ensure fairness Include students in developing an assessment rubric; this can help each student to understand the assessment criteria. Write rubrics in plain English, and phrase them so that they are as unambiguous as possible.

Use technology Learning management systems e. Moodle often allow the use of rubrics in assessment, including peer and self-assessment. In Moodle, you can create a rubric and use it to grade online activities such as assignments, discussions, blogs and wikis. GradeMark part of the Turnitin suite of tools provides a rubric function for online marking.

Dedicated group peer assessment tools such as iPeer and WebPA also have a rubric function. A free online tool, iRubric , allows you to create, adapt and share rubrics online.

The assessment task aligns with: the UNSW graduate capability of producing "scholars who are capable of effective communication", and the Engineers Australia stage 1 competency "effective oral and written communication in the professional and lay domains".

A change in assessment scheme The assessment scheme used for the posters was changed from first semester , as the new convenor for the final year thesis courses Bushell felt that the old scheme used too many assessment criteria, and that the implementation of a standards-based approach would improve practice—and more closely align with UNSW recommended practice at the time, which is now policy. The rubric The criteria are listed and a range of performance standards between lowest and highest are included.