Introduction to Rubrics has a recommended process that facilitates rubric creation by both individuals and groups. Departments can also develop rubrics together for class and program assessment purposes. You can also facilitate groups in developing rubrics, which can be helpful when teaching non-foundational courses and more advanced learners. Having a framework to use each time you come up with a new rubric will ultimately be faster and will lead toward rubrics that are easier to comprehend. I highly recommend getting a copy of the book and discovering the steps of rubric creation. I own the first edition of the book, though the current version appears to have gone through some important revisions since then. Stevens' and Levi's Introduction to Rubrics proved invaluable in establishing a process for speedy rubric creation. When I first began developing rubrics, I followed my Mom's tried-and-true method of finding a book on the topic.
In this post, however, I start with one way to both save time and provide more meaningful feedback to students: creating and using rubrics.
#THOROUGHNESS AS ELEMENT OF RUBRIC SERIES#
I plan on doing a series of posts about faculty personal productivity in the coming months. It was apparent that the majority of us feel the squeeze of wanting to accomplish more tasks in limited time.
We recently conducted a survey of our faculty members, in part to discover what were perceived to be the most valuable breakout sessions to offer for our Fall 2013 faculty development kick-off.Īs I reviewed all the responses, one theme emerged, in terms of what breakouts ranked highly. Uses critical and creative thinking skills with a high degree of effectivenessĬommunicates information and idea with limited clarityĬommunicates information and ideas with some clarityĬommunicates information and ideas with considerable clarityĬommunicates information and ideas with a high degree of clarity and with confidenceĪrgument is simple and unoriginal, and the writing is weak and inconsistentĪrgument takes on a fair and expected position, and the writing is moderately clear and coherentĪrgument bridges on the complex and original, and the writing is clear and coherentĪrgument is complex and original, and the writing is strong, fluid, and creatively coherentĪdapted from Centre for Teaching Excellence, Appendix B: Sample Analytic Rubric (“Rubrics: Useful Assessment Tools.I'm the chair of our university's Faculty Development Committee. Uses critical and creative thinking skills with considerable effectiveness Uses critical and creative thinking skills with moderate effectiveness Uses critical and creative thinking skills with limited effectiveness Knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subjectĭemonstrates limited knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subjectĭemonstrates some knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subjectĭemonstrates considerable knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subjectĭemonstrates thorough and insightful knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject Writing also has numerous errors and ambiguities, and reads confusingly and incoherently.Īdapted from John Bean, Engaging Ideas, Exhibit 15.4: Holistic Scale for Grading Article Summaries (262) Thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete. Research paper demonstrates limited understanding and execution of the assigned objectives. Writing also has many errors and ambiguities, and may read confusingly and incoherently. Thesis statement/argument is faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points, and exhibits weaknesses and lapses in correctness. Research paper demonstrates some understanding and execution of the assigned objectives.
Writing also has some errors and ambiguities, yet does read clearly and coherently. Thesis statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing body points, but may exhibit occasional weaknesses and lapses in correctness. Research paper demonstrates considerable understanding and execution of the assigned objectives. Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose.
Thesis statement/argument is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper. Research paper demonstrates complete understanding and execution of the assigned objectives.
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