A rubric is an assessment tool for communicating expectations of quality. Rubrics support student self-reflection and self-assessment as well as communication between assessor and assessee. A rubric is a set of criteria and standards typically linked to learning objectives that is used to assess or communicate about product, performance, or process tasks.
A rubric is an attempt to communicate expectations of quality around a task. In many cases, rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective. A rubric can also provide a basis for self-evaluation, reflection, and peer review. It is aimed at accurate and fair assessment, fostering understanding and indicating the way to proceed with subsequent learning/teaching. This integration of performance and feedback is called ongoing assessment or formative assessment.
A rubric can best support the teaching and learning process when it is shared with the learner at the beginning of task creation or development process. Pamela Flash states that “When students are apprised of grading criteria from the start, they can be more involved in the process of working toward success.” Additionally, a rubric developed with learners can increase their understanding of the task and the expectations around quality.
Rubrics are generally thought to promote more consistent grading and to develop self-evaluation skills in students as they monitor their performance relative to the rubric. However, rubrics are not without their critics who are concerned that rubrics can never truly capture the complexity of written work. If rubrics are to be useful, they must capture all the actual objectives of an assignment.
The following common features of rubrics can be distinguished, according to Bernie Dodge and Nancy Pickett:
- focus on measuring a stated objective (performance, behavior, or quality)
- use a range to rate performance
- contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met.
Components of a rubric
Scoring rubrics include one or more dimensions on which performance is rated, definitions and examples that illustrate the attribute(s) being measured and a rating scale for each dimension. Dimensions are generally referred to as criteria, the rating scale as levels, and definitions as descriptors.
Herman, Aschbacher, and Winters distinguish the following elements of a scoring rubric:
- One or more traits or dimensions that serve as the basis for judging the student response
- Definitions and examples to clarify the meaning of each trait or dimension
- A scale of values on which to rate each dimension
- Standards of excellence for specified performance levels accompanied by models or examples of each level
Since the 1980s, many rubrics are presented in a graphic format, typically a grid. Studies of rubric effectiveness now consider the efficiency of a grid over, say, a text-based list of criteria.
Steps to create a rubric
Rubrics help students become thoughtful evaluators of their own and others’ work and reduce the amount of time teachers spend evaluating student work. Here is a seven-step method to creating and using a rubric for writing assignments.
- The first step is to have students look at models of good versus “not-so-good” work. A teacher could provide sample assignments of variable quality for students to review.
- The second step is to list the criteria to be used in the rubric and allow for discussion of what counts as quality work. Asking for student feedback during the creation of the list also allows the teacher to globally assess the students’ writing experiences.
- The third step in creating a rubric is to articulate gradations of quality. These hierarchical categories should concisely describe the levels of quality (ranging from bad to good). They can be based on the discussion of the good versus not-so-good work samples. Using a conservative number of gradations keeps the rubric user friendly while allowing for fluctuations that exist within the average range (“Creating Rubrics”).
- The fourth step in creating a rubric is to practice on models. Students can test the rubrics on sample assignments provided by the instructor. This practice can build a student’s confidence by teaching them how the instructor would use the rubric on their papers. It can also facilitate student/teacher agreement on the reliability of the rubric.
- The fifth step is to ask for self and peer-assessment.
- The sixth step is to revise the work based on that feedback. As students are working on their assignment, they can be stopped occasionally to do a self-assessment and then give and receive evaluations from their peers. Revisions should be based on the feedback they receive.
- The seventh and final step is to use teacher assessment, which means using the same rubric the students used to assess their work.
Usage
Rubrics are often used in alternative assessments in education but have gained ground as a way of establishing written guidelines or standards of assessments for formal, professionally-administered essay tests like certain teacher assessment exams found in the PRAXIS series. In alternative assessment, rubrics are designed to reflect the processes and outputs of “real-life” problem solving. It is usually in the form of a matrix with a mutually agreed upon negotiated contract or criteria for success. The rubric focuses on stated objectives, which should be tied to the educational standards as established by the community, and should use a range or scale to rate the performance.
The key advantage for classroom teachers is that rubrics force clarification of success in the classroom, establishing clear benchmarks for achievement. By sharing scoring rubrics with students, they become aware of the expected standards and thus know what counts as quality work. With rubrics, grading becomes more objective, consistent, and defensible. Additionally, rubrics make grading more efficient. Time spent developing a grading rubric will be made up for in ease and speed of actual grading.
According to R. Sabetiashraf, rubrics serve a different role in different phases of assessment:
- During the pre-assessment phase, rubrics are used to clarify expectations and grading methods with learners. As a result, learners can perform a self-assessment prior to submission of their work.
- During the assessment phase, rubrics help evaluators to remain focused on the preset standards of excellence and objectively assess the learner.
- During the post-assessment phase learners are given a scored rubric with clear explanation of their grade. They are made aware of their weaknesses and strengths.
Etymology
Root: Red, red ochre, red ink. Usage: Rubric refers to decorative text or instructions in medieval documents that were penned in red ink. In modern academia, rubrics have come to refer to an assessment tool.
Technical
One problem with rubrics is that each level of fulfillment encompasses a wide range of marks. For example, if two students both receive a ‘level four’ mark on the Ontario system, one might receive an 80% while the other receives 100%.
In addition, a small change in rubric evaluation caused by a small mistake may lead to an unnecessarily large change in numerical grade. Both of these problems may be addressed by the use of finer gradations in rubric evaluations.
Rubrics may also make marking schemes more complicated for students. Firstly, showing one mark may be inaccurate, as receiving perfect in one section may not be very significant in the long run if that specific strand is not weighted heavily. Some may also find it difficult to comprehend an assignment having four distinct marks, which may make it unsuitable for some younger children. Nonetheless, it allows for students to compensate a lack of ability in one strand by improving another one. Therefore, if a student has difficulty communicating his/her ideas, they may still be able to attain a relatively high mark, as communication is typically not weighted heavily. Rubrics may also allow students to better their weaknesses.
Another advantage of a grading rubric is that it clearly shows what criteria must be met for a student to demonstrate quality on a product, process, or performance task.