4
Introduction
Rubrics are used to assess the level of the student performance clearly . They help faculty and the students by identifying what is expected and how the work will be graded. Done correctly, rubrics communicate expectations.
Rubrics are criterion-based, and thus fit into the assessment process by linking directly to the learning outcomes. It is important to explain how the student has mastered a specific learning outcome, task, or level of performance. Depending on the type of student work, the rubric may be holistic or analytic.
Holistic Rubrics
| Score | Description |
|---|---|
| 80% – 100% | descriptors |
| 70% – 80 % | |
| 60% – 70% | |
| 50% – 60% | |
| Below 50% |
Holistic rubrics judge the student’s overall performance and allow you to view the product as a whole. While there are criteria in each of the categories, each of the categories is rating the overall product. For example, consider the ranking system of hotels (four star is presumably a nicer experience than a one star), or a judge in a court case assessing the evidence and coming down with a judgement based on the evidence presented.
Analytic Rubrics
| Level of performance | ||||
|---|---|---|---|---|
| 90% -100% | 70% – 89% | 50% – 69% | Below 50% | |
| Criterion A | descriptor | |||
| Criterion B | ||||
| Criterion C | ||||
| Criterion D | ||||
Analytic rubrics judge individual portions of the overall product. This means that the product is broken down into parts and each part is judged separately as to how it meets the criteria.
Criteria – the list of criteria that describes the major elements of the product (listed on left side of the table). Consider the product that is going to be developed. Consider the elements in the product and how they align to your learning outcome. Focus on the most important elements that need to be included in the assignment. The important characteristics of criteria are that they be observable, measurable, distinct, important, and communicated in clear language.
Performance level – the values of the performance (across the top of the table)
Descriptors – the listing of how to meet the criterion (in the table under the level)
When to Use Checklists, Rating Scales, & Rubrics
| Criterion | Met the standard |
|---|---|
| Washed hands | X |
| Check patient’s wristband | X |
| Identified the medication | X |
Checklists
Use a checklist if you need the student to complete a specific task with multiple components—often a hands-on (psychomotor) activity. Checklists are commonly used in performance evaluations: The task was either done, or not.
| Skill | Exceeds expectations | Meets expectations | Below expectations |
|---|---|---|---|
| Selects proper tool | |||
| Uses tool properly | |||
| Adheres to safety stds. |
Rating Scales
Use a rating scale is used if you are looking at degrees of performance. It may be useful for diagnostic or formative assessments.
Rubrics
Use rubrics to determine the achievement level observed in the performance.
Each category descriptor must be different, and use consistent language across the criteria scale.
| Exceptional use of the written language conventions. No mechanics or grammar errors. | Skillful use of the written language conventions. Minimal errors in mechanics or grammar which do not interfere with meaning. | Evidence of use of written language conventions with some errors in mechanics or grammar that disrupt clarity of the paper. | Minimal evidence of use of written language. Errors in mechanics or grammar sometimes create awkward constructions or confused meanings. | No evidence of use in written language.
Significant critical errors in mechanics or grammar impede the sense of the paper. |
If this is a formative assessment and is being used for student feedback and to improve performance using rating scales such as ‘below expectations’, ‘meets expectations’ and ‘exceeds expectations’ may be helpful. If this is a summative assessment, then use a level of performance scale that corresponds to the institution’s grading policy to provide evaluation alignment.
Summary Procedure
- Determine the learning outcome and type of student work.
- Determine whether you need a holistic or analytical assessment tool.
- Determine the type of tool you need: checklist, rating scale, or rubric.
- Determine the assignment criteria.
- Determine the descriptors (yes/no, rating scale or performance level).
- Give the rubric to another faculty member for review.
- Practice using the tool before assessing student work.
Last modified 5-September-2017.
