Answer:

A rubric is an explicit set of criteria used for assessing a particular type of work or performance (TLT Group, n.d.) and provides more details than a single grade or mark. Rubrics, therefore, will help you grade more objectively.

Have your students ever asked, “Why did you grade me that way?” or stated, “You never told us that we would be graded on grammar!” As a grading tool, rubrics can address these and other issues related to assessment: they reduce grading time; they increase objectivity and reduce subjectivity; they convey timely feedback to students and they improve students’ ability to include required elements of an assignment (Stevens & Levi, 2005). Grading rubrics can be used to assess a range of activities in any subject area

Elements of a Rubric

Typically designed as a grid-type structure, a grading rubric includes criteria, levels of performance, scores, and descriptors which become unique assessment tools for any given assignment. The table below illustrates a simple grading rubric with each of the four elements for a history research paper.

Sample rubric demonstrating the key elements of a rubric

Criteria Excellent (3 points) Good (2 points) Poor (1 point)

Number of sources

Ten to twelve

Five to nine

One to four

Historical accuracy

No apparent inaccuracies

Few inaccuracies

Lots of historical inaccuracies

Organization

Can easily tell from which sources information was drawn

Can tell with difficulty from where information came

Cannot tell from which source information came

Bibliography

All relevant bibliographic information is included

Bibliography contains most relevant information

Bibliography contains very little information

Criteria

Criteria identify the trait, feature or dimension which is to be measured and include a definition and example to clarify the meaning of each trait being assessed. Each assignment or performance will determine the number of criteria to be scored. Criteria are derived from assignments, checklists, grading sheets or colleagues.

EXAMPLES OF CRITERIA FOR A TERM PAPER RUBRIC

Introduction

Thesis

Arguments/analysis

Grammar and punctuation

Spelling

Internal citations

Conclusion

References

Levels of performance

Levels of performance are often labeled as adjectives which describe the performance levels. Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to students. These levels tell students what they are expected to do. Levels of performance can be used without descriptors but descriptors help in achieving objectivity. Words used for levels of performance could influence a student’s interpretation of performance level (such as superior, moderate, poor or above or below average).

EXAMPLES TO DESCRIBE LEVELS OF PERFORMANCE

Excellent, Good, Fair, Poor

Master, Apprentice, Beginner

Exemplary, Accomplished, Developing, Beginning, Undeveloped

Complete, Incomplete

Yes, No

Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to students.

Scores

Scores make up the system of numbers or values used to rate each criterion and often are combined with levels of performance. Begin by asking how many points are needed to adequately describe the range of performance you expect to see in students’ work. Consider the range of possible performance level.

EXAMPLE OF SCORES FOR A RUBRIC

1, 2, 3, 4, 5 or 2, 4, 6, 8

Descriptors

Descriptors are explicit descriptions of the performance and show how the score is derived and what is expected of the students. Descriptors spell out each level (gradation) of performance for each criterion and describe what performance at a particular level looks like. Descriptors describe how well students’ work is distinguished from the work of their peers and will help you to distinguish between each student’s work. Descriptors should be detailed enough to differentiate between the different level and increase the objectivity of the rater.

Explanation:

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