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RUBRIC

A rubr ic   is an explicit set of criteria used for assessing a particular type of work or performance. A rubric usually alsincludes levels of potential achievement for each criterion, and sometimes also includes work or performance samples thattypify each of those levels. Levels of achievement are often given numerical scores. A summary score for the work beingassessed may be produced by adding the scores for each criterion. The rubric may also include space for the judge todescribe the reasons for each judgment or to make suggestions for the author.

Rubric Tools: First generation tools (starting with word processors and including free web-based rubric generators such

asRubistar  and sites such as Teachnology) produce a rubric that one person can use to judge one assignment, project, or sof performances at a time.

In contrast, a second generation tool such as Flashlight Online 2.0 enables an author, or set of authors, to create or collect abank of criteria (e.g., A-J), choose a subset of those criteria to judge each project (judge one assignment with criteria A, B,and D, while later judging another assignment with criteria B, C and E), and then to analyze data gathered cumulatively,criterion by criterion, across projects. With a second generation rubric tool, it's easier to use rubrics to assess progress overmany projects or performances, even though each one requires a different mix of criteria. Second generation tools can alsobe used to provide different reports to different stakeholders. For example educators can use a second generation tool instudent hands to gather peer critiques of their drafts, while also producing reports course by course, and also producing areport for departmental evaluation. .

Why use rubrics? 

  To produce assessments that are far more descriptive than a single, holistic grade or judgment can be. Instead of merely saying

that this was a "B- paper," the rubric-based assessment describes the quality of work on one or more criteria. For example, a

English paper might be assessed on its use of sources, the quality of the academic argument, and its use of English (among othe

criteria). A department's strategic plan might be assessed using a rubric that included the clarity of its learning goals for studen

the adequacy of staffing plans, the adequacy of plans for advising, and other criteria.   To let those who are producing work ("authors") know in advance what criteria judge or judges will apply

to assessing that work 

  To provide a richer and more multidimensional description of the reasons for assigning a numerical score

to a piece of work. (See, for example, these rubrics created with Flashlight Online -- each criteria is

described in 2-3 different but parallel ways.)

  To enable multiple judges to apply the same criteria to assessing work. For example, student work can be

assessed by faculty, by other students and by working professionals in the discipline. If a rubric is appliedto program review, a panel of visiting experts could use the same rubric to assess the program's

 performance. (Both of these uses of rubrics are being developed at Washington State University.)

  To enable authors to elicit formative feedback (e.g., peer critique) for drafts of their work before final

submission;

  To help authors understand more clearly and completely what judges had to say about their work 

  To enable comparison of works across settings. For example, imagine an academic department trying todevelop skills A-G among their students. One first year course focuses on teaching goals A, B, and D,

while another first year course teaches A, C, and E. One second year course is trying to deepen skill B

while introducing skill E. And so on. If faculty use the same rubrics and then pool data (which can be don

with Flashlight Online), the department can monitor student progress as they work toward graduation. It's

far more informative way to assess student progress and guide changes in the curriculum than to monitor student GPAs: faculty can see which skills are developing as hoped, and where there are systemic problem

in teaching and learning.

In what circumstances should one not use rubrics, or be cautious about their use?  

  Rubrics apply the same, preset criteria to each piece of work being assessed. It may not be appropriate to use rubrics if anassessor were to say of two different pieces of work. "They have absolutely nothing in common but they are each excellent, indifferent ways."

  Rubrics are ordinarily created in advance, in order to let authors know in advance how their work will be judged. But that's notalways appropriate. Sometimes judges prefer to create criteria inductively, after seeing the work. In those instances, it may still appropriate to create the rubric as the works are being judged. The rubric would then be used to help assure that the works arebeing judged consistently and to communicate the reasoning to the authors.