1. David Keller, Ph.D. Curriculum & Assessment Specialist
Rubric Development
David Keller, Ph.D.
Curriculum & Assessment Specialist

2. Resources
Stevens, D. D., & Levi, A. J. (2013). Introduction to Rubrics (2nd ed.). Sterling, VA: Stylus.
(Value rubrics)

3. What is a rubric?
Tool which divides an assignment into core dimensions
Allow to assess each dimension individually
Provides detailed description of levels of performance for each dimension

4. Benefits of a rubric Save time
Improve consistency of assessing and grading
Relay expectations to others
Provide detailed feedback to students
Promote critical thinking

5. Elements of a rubric Task Description Scale Dimensions
Description of Dimensions

6. Task Description Description of a specific assignment
Paper
Presentation
Description of more global behavior/attribute
Participation
Follow lab protocol
Communication with client/patient

7. Scale
Description of how well a particular task or dimension has been performed
Determine number of levels
3 to 5 is best
With more levels, it is more difficult to differentiate between them
Scale labels
Semantics matter!
Avoid being too negative

8. Sample Scale labels – 3 levels
High level, Middle level, Low level
Excellent, Competent, Needs work
Exemplary, Competent, Beginning
Exemplary, Competent, Not yet competent
Proficient, Intermediate, Novice
Excellent, Good, Developing
Strong, Satisfactory, Weak

9. Sample Scale labels – 4 levels
Sophisticated, Competent, Partly Competent, Not yet competent
Exemplary, Proficient, Marginal, Unacceptable
Advanced, Intermediate high, Intermediate, novice
Mastery, Partial mastery, Progressing, Emerging
Distinguished, Proficient, Intermediate, Novice
Accomplished, Average, Developing, Beginning
Highly Developed, Developed, Emerging, Initial

10. Dimensions Determine distinct parts of the assignment or performance
Describe components which must be combined to successfully demonstrate learning task
Dimension labels should not include quality descriptors (that goes in the rubric)
Label “Grammar” not “Correct Grammar”

11. Description of the Dimensions
Start with highest performance description of the dimension
Next describe lowest performance description (short of not submitting/doing anything)
Often negation of highest performing description
List of typical mistakes
Fill in middle dimension(s) differentiating the levels of performance

12. Other considerations
Check boxes next to criteria helpful especially when applying rubric to live demonstration
Adding points/percentages clarifies relative importance of each dimension to overall grade

13. Let’s Build a Rubric: Reflection
Why did you create this assignment?
What exactly was the task assigned?
How does this assignment relate to the rest of what you are teaching?
What skills will students need to have or develop to successfully complete this assignment?
What evidence can students provide in this assignment that would show they have accomplished what you hoped they would accomplish when you created the assignment?
Have you given this, or a similar, assignment before? If so, how did students perform? Were there any particularly satisfying/disappointing results

14. Let’s Build a Rubric: Listing
What specific learning outcomes do you hope students will demonstrate with the completion of this assignment?
What does the highest level performance look like?
One idea/outcome per post-it.

15. Let’s Build a Rubric: Group & Label
Cluster post-its around common themes.
Label the themes – these become the dimensions for your rubric

16. Let’s Build a Rubric: Application
Transfer dimensions to rubric
Use outcomes and exemplary work descriptions to create criteria for each dimension on the rubric