Designing Rubrics for Designing Rubrics for Writing AssignmentsWriting Assignments

A Writing Across the Curriculum A Writing Across the Curriculum & Writing In the Disciplines & Writing In the Disciplines

WorkshopWorkshop

Dr. Robert T. Koch Jr.

Director, University Writing Center

University of North Alabama

4 March, 2008

Today’s GoalsToday’s Goals

Learn about rubrics, including why Learn about rubrics, including why they are useful and what types existthey are useful and what types exist

Work through the process of Work through the process of developing a rubric for a writing developing a rubric for a writing assignment. This involvesassignment. This involves Researching ModelsResearching Models Indentifying RequirementsIndentifying Requirements Accounting for the UnexpectedAccounting for the Unexpected Developing a Rating ScaleDeveloping a Rating Scale Testing the RubricTesting the Rubric

Why Use Rubrics?Why Use Rubrics?

Clarify assignment comprehensionClarify assignment comprehension Encourage performanceEncourage performance Expedite grading processExpedite grading process Increase accuracy and consistencyIncrease accuracy and consistency Improve teacher-student communicationImprove teacher-student communication Reduce arguments (Suskie, 2004, p.124-Reduce arguments (Suskie, 2004, p.124-

125)125)

Types of RubricsTypes of Rubrics

ChecklistsChecklists Good for labs and required process stepsGood for labs and required process steps

Rating ScaleRating Scale Superior, Above Average, etc.Superior, Above Average, etc.

DescriptionDescription Each criteria at each level gets a descriptionEach criteria at each level gets a description

HolisticHolistic Characteristic narratives for each level of Characteristic narratives for each level of

quality (Suskie, 2004, p. 125-133)quality (Suskie, 2004, p. 125-133)

Rubric DevelopmentRubric Development

1.1. Look for modelsLook for models Study to see what others have doneStudy to see what others have done Build on them – don’t reinvent the Build on them – don’t reinvent the

wheelwheel Get permission from original authors Get permission from original authors

for the use of their work, and for the use of their work, and recognize their work. recognize their work.

Rubric DevelopmentRubric Development

2.2. List your requirementsList your requirements ““What should students demonstrate in the What should students demonstrate in the

final product”? (Suskie, 2004, p.134)final product”? (Suskie, 2004, p.134) Content? Content? Higher Order Concerns? Higher Order Concerns? Lower (or Later) Order Concerns?Lower (or Later) Order Concerns? Genre ConventionsGenre Conventions Build around the 3-8 items that are most Build around the 3-8 items that are most

crucialcrucial Cut and Combine where possibleCut and Combine where possible

Rubric DevelopmentRubric Development

3.3. Account for the unexpected Account for the unexpected Avoid dry papers that seek only to Avoid dry papers that seek only to

fulfill the rubric requirementsfulfill the rubric requirements effort effort creativity creativity insight insight inspirationinspiration

Rubric DevelopmentRubric Development

4.4. Develop the rating scaleDevelop the rating scale1.1. Determine the levels Determine the levels

At least 3, usually 5 levelsAt least 3, usually 5 levels A through F (+/-), Superior through A through F (+/-), Superior through

Failing, etc.Failing, etc.

2.2. Watch wordingWatch wording Action verbsAction verbs Clear adjectivesClear adjectives Avoid adequate, appropriate, acceptableAvoid adequate, appropriate, acceptable

What do these mean?What do these mean?

Rubric DevelopmentRubric Development

5.5. Test the rubricTest the rubric Provides a better sense of the rubric’s Provides a better sense of the rubric’s

effectiveness effectiveness Helps find any possible problems.Helps find any possible problems. Use a variety of writing samplesUse a variety of writing samples

PoorPoor AverageAverage ExcellentExcellent

ReferencesReferences

Suskie, L. (2004). Suskie, L. (2004). Assessing student Assessing student learning: A common sense guide.learning: A common sense guide. Bolton, MA: Anker Publishing.Bolton, MA: Anker Publishing.