Assessment in Learning 2 (February 15, 2023)

COURSE DESCRIPTION:
This course focuses on the development and utilization of alternative forms
of assessment in measuring authentic learning. Emphasis is given to ways in
assessing process and product-oriented targets as well as effective learning.
Students will experience how to develop rubrics for performance-based and
portfolio assessments.

Guide Questions:
1. For you, what are rubrics?
2. What do you think is the difference between performance-based and
portfolio assessments?
3. Have you ever asked, “Why did you grade me that way?” or stated,
“You never told us that we would be graded on grammar!”
4. Create a simple grading rubric showing elements of rubric for an
Electrical or Electronics research paper.

Rubrics for Assessment

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 you 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 on the next page
illustrates a simple grading rubric with each of the four elements for a
history research paper.

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

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
Developing a Grading Rubric

First, consider using any of several existing rubrics available online. Many
rubrics can be used “as is.” Or, you could modify a rubric by adding or
deleting elements or combining others for one that will suit your needs.
Finally, you could create a completely customized rubric using specifically
designed rubric software or just by creating a table with the rubric elements.
The following steps will help you develop a rubric no matter which option
you choose.

2. List criteria. Begin by brainstorming a list of all criteria, traits, or

dimensions associated task. Reduce the list by chunking similar
 criteria and eliminating others until you produce a range of
appropriate criteria. A rubric designed for formative and diagnostic
assessments might have more criteria than those rubrics rating
summative performances (Dodge, 2001). Keep the list of criteria
manageable and reasonable.
3. Write criteria descriptions. Keep criteria descriptions brief,
understandable, and in a logical order for students to follow as they
work on the task.
4. Determine the level of performance adjectives. Select words or
phrases that will explain what performance looks like at each level,
making sure they are discrete enough to show real differences. Levels
of performance should match the related criterion.

6. Write the descriptors. As a student is judged to move up the performance

continuum, previous level descriptions are considered achieved in subsequent
description levels. Therefore, it is not necessary to include “beginning level”
descriptors in the same box where new skills are introduced.
7. Evaluate the rubric. As with any instructional tool, evaluate the rubric each
time it is used to ensure it matches instructional goals and objectives. Be sure
students understand each criterion and how they can use the rubric to their
advantage. Consider providing more details about each of the rubric’s areas
to further clarify these sections to students. Pilot test new rubrics if possible,
 review the rubric with a colleague and solicit students’ feedback for further
refinements.

Types of Rubrics
Determining which type of rubric to use depends on what and how you plan to evaluate.
There are several types of rubrics including holistic, analytical, general, and task-specific.
Each of these will be described below.

Holistic
All criteria are assessed as a single score. Holistic rubrics are good for evaluating overall
performance on a task. Because only one score is given, holistic rubrics tend to be easier
to score. However, holistic rubrics do not provide detailed information on student
performance for each criterion; the levels of performance are treated as a whole.
• “Use for simple tasks and performances such as reading fluency or response to an
essay question . . .
• Getting a quick snapshot of overall quality or achievement
• Judging the impact of a product or performance” (Arter & McTighe, 2001, p 21)

Analytical
Each criterion is assessed separately, using different descriptive ratings. Each criterion
receives a separate score. Analytical rubrics take more time to score but provide more
detailed feedback.
• “Judging complex performances . . . involving several significant [criteria] . . .
• Providing more specific information or feedback to students . . .” (Arter &
McTighe, 2001, p 22)

Generic
A generic rubric contains criteria that are general across tasks and can be used for similar
tasks or performances. Criteria are assessed separately, as in an analytical rubric.
• “[Use] when students will not all be doing the same task; when students have a
choice as to what evidence will be chosen to show competence on a particular skill
or product.
• [Use] when instructors are trying to judge consistently in different course sections”
(Arter & McTighe, 2001, p 30)
Task-specific
Assesses a specific task. Unique criteria are assessed separately. However, it may not be
possible to account for every criterion involved in a particular task which could overlook
a student’s unique solution (Arter & McTighe, 2001).
• “It’s easier and faster to get consistent scoring
• [Use] in large-scale and “high-stakes” contexts, such as state-level accountability
assessments
• [Use when] you want to know whether students know particular facts, equations,
methods, or procedures” (Arter & McTighe, 2001, p 28)

Summary
Grading rubrics are effective and efficient tools that allow for objective and consistent
assessment of a range of performances, assignments, and activities. Rubrics can help
clarify your expectations and will show students how to meet them, making students
accountable for their performance in an easy-to-follow format. The feedback that students
receive through a grading rubric can help them improve their performance on revised or
subsequent work. Rubrics can help to rationalize grades when students ask about your
method of assessment. Rubrics also allow for consistency in grading for those who team
teach the same course, for TAs assigned to the task of grading, and serve as good
documentation for accreditation purposes. Several online sources exist which can be used
in the creation of customized grading rubrics; a few of these are listed below.

References
Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria
for assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc.
Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading
time, convey effective feedback, and promote student learning. Sterling, VA: Stylus.
The Teaching, Learning, and Technology Group (n.d.). Rubrics: Definition, tools, examples,
references. http://www.tltgroup.org/resources/flashlight/rubrics.htm
Selected Resources
Dodge, B. (2001). Creating a rubric on a given
task. http://webquest.sdsu.edu/rubrics/rubrics.html
Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.

https://www.niu.edu/citl/resources/guides/instructional-guide/rubrics-for-
assessment.shtml#:~:text=A%20rubric%20is%20an%20explicit,help%20you%20grade%20more
%20objectively.