Formulate Rubrics/Criteria/Standards

A “rubric” is a measurement instrument that lays out the criteria or standards which a certain type of performance must meet for various levels of proficiency (this is also called “criterion-referenced” assessment). A rubric can be formulated as matrix of performance characteristics and proficiency level, or it can be as simple as a document which lists the criteria or standards which students must exhibit to achieve a certain level of proficiency. Examples of both types of rubric are available at the bottom of this page in the “Examples” section.

It is important that we clearly articulate and make available to our students at the beginning of courses the criteria/standards by which their performance of learning will be judged. Yet it is important to keep in mind that rubrics are meant to be constantly evolving documents. As we get more practiced at assessing student performance of learning with a rubric, we naturally find that the instrument needs to be “tweaked.” In this way, the practice of criterion-referenced assessment itself prompts continual improvement of our assessment process.

Often, rubrics are formulated by groups of faculty, particularly when a particular course is normally offered in multiple sections, or when a group of faculty rotate the teaching responsibility for a particular course. Collaborating on the development of rubrics is an extremely productive activity which has numerous faculty development benefits, and results in improved consistency in learning outcomes for similar courses.

The Basic Process:
(Refer to the examples available at the bottom of this page)

• Identify specific learning outcomes desired
• The outcomes must be focused on observable behaviors which indicate student performance
• Create a scale for rating performance
• Using even-numbered scales can mediate some mid-scale drift
• 4 and 6 point scales are most commonly used
• 6 point scales produce more refined information; 4 point scales might be easier for students to grapple with
• Articulate specific and observable performance characteristics/indicators for each outcome
• Arrange performance characteristics/indicators according to levels which indicate the degree to which a standard has been met or not met