In my first few years of teaching I was reluctant to consider using a rubric. I thought a rubric would place burdensome limits on my subjective leeway in assigning grades for writing. My experiences trying to grade undergraduate essays destroyed my skepticism about using rubrics.
Grading and Performance Rubrics What are Rubrics? A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work.
A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.
Advantages of Using Rubrics Using a rubric provides several advantages to both instructors and students. Grading consistency is difficult to maintain over time because of fatigue, shifting standards based on prior experience, or intrusion of other criteria. Furthermore, rubrics can reduce the time spent grading by reducing uncertainty and by allowing instructors to refer to the rubric description associated with a score rather than having to write long comments.
Finally, grading rubrics are invaluable in large courses that have multiple graders other instructors, teaching assistants, etc.
Used more formatively, history writing assignment rubric can help instructors get a clearer picture of the strengths and weaknesses of their class.
By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort.
Grading rubrics are also valuable to students. A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals.
When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly. Examples of Rubrics Here are links to a diverse set of rubrics designed by Carnegie Mellon faculty and faculty at other institutions.
Although your particular field of study and type of assessment activity may not be represented currently, viewing a rubric that is designed for a similar activity may provide you with ideas on how to divide your task into components and how to describe the varying levels of mastery.
Paper Assignments Example 1: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology, CMU.
This rubric was designed for essays and research papers in history, CMU. Capstone Project in Design This rubric describes the components and standard of performance from the research phase to the final presentation for a senior capstone project in the School of Design, CMU.
Engineering Design Project This rubric describes performance standards on three aspects of a team project: Research and Design, Communication, and Team Work. Oral Presentations Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division history course, CMU.
Group Presentations This rubric describes a set of components and standards for assessing group presentations in a history course, CMU. Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course, CMU.
Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.Third, once the assignment has been graded, a rubric indicates to the student what parts of their writing needs improvement while showing them what parts of their writing is adequate or even proficient.
This allows students to focus on specific areas of their writing that need the most improvement. Home Grading and Responding to Student Writing Grading and Responding to Student Writing. In a sense we might begin by substantially revising the notion of "grading" in a traditional sense when it comes to informal writing.
Grading Rubric; History Paper (Goucher College): Assignment Grading Rubric; Term Paper (UC Davis): Example of . An easy way to evaluate student writing is to create a rubric.
This allows you to help students improve their writing skills by determining what area they need help in. First, read through the students' writing assignment completely.
Next, read each criterion on the rubric and then re-read the. Third, once the assignment has been graded, a rubric indicates to the student what parts of their writing needs improvement while showing them what parts of their writing is adequate or even proficient.
This allows students to focus on specific areas of their writing that need the most improvement. After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a particular writing assignment.
Students also asked me to clarify the requirements and scoring criteria for the writing assignments. Implementation: An internal advisory committee suggested developing writing rubrics to address these problems.
Rubrics were developed for the series of reflection papers and for the final research paper.