1. Creating Rubrics: Guides for Instruction and Assessment
Twyla J. Tasker, Ph. D.
BbX Conference
August 20-21, 2018

2. In this session…
We will explore how rubrics can be created and added in Blackboard
To inform candidates of assignment expectations,
To guide instruction through performance descriptions, and
To ensure consistency for scoring assessments.
We will develop a sample rubric for use in face-to-face or online courses – as we progress through the presentation. It won’t be completed, but you will have a good start!

3. Research Support for Rubrics
Provide expectations to students prior to beginning tasks (Frey, Fisher, & Hattie, 2018; Yoshina & Hiranda, 2007).
Promote self-reflection, self-assessment, and self-efficacy in relation to learning content (Gezie, Hkaha, Chang, Adamek & Johnson, 2012; Small & Attree, 2016).
Allow instructors to better assess performance on tasks and products (Frey, Fisher, & Hattie, 2018; Yoshina & Hiranda, 2007).
Benefit new instructors and teaching assistants with consistency of rubric language (Timmermann, Strickland, Johnson, & Payne, 2011).

4. Advantages & Disadvantages of Different Types of Rubrics
Type of Rubric
Definition
Advantage
Disadvantage
Holistic or Analytic: One or Several Judgments?
Analytic
Each criterion (dimension or trait) is evaluated separately
*Gives diagnostic information to teacher
*Gives formative feedback to students
*Takes a little more time to score
*Takes more time to achieve inter-rater reliability
Holistic
All criteria are evaluated simultaneously
*Scoring is faster
*Requires less time for inter-rater reliability
*Good for summative assessments
*Single score does not communicate to student what needs to be improved
*Not good for formative assessments
First let’s define the types of rubrics...
(Brookhart, 2013, p. 7)

5. Advantages & Disadvantages of Different Types of Rubrics - continued
Type of Rubric
Definition
Advantage
Disadvantage
Description of Performance: General or Task-Specific?
General
Description of work gives characteristics that apply to a whole family of tasks (analysis, problem-solving, writing)
*Can share with students, explicitly linking assessment with instruction
*Supports student learning and self-evaluation
*Can be used for multiple assignments
*Requires practice to apply well
*Takes more time to achieve inter-rater reliability
Task-Specific
Description of work refers to the specific content of a specific task (i.e., gives an answer)
*Scoring is faster and easier
*Requires less time for inter-rater reliability
*Cannot share with students
*Need new rubric for each task
Types of rubrics also address the type of performance - whether general or task-specific. We will be creating a general rubric.
(Brookhart, 2013, p. 7)

6. Components for Rubrics
Clarity in Content and Outcomes – for instructors and candidates:
Instructions to the candidate (brief general reminder of assignment)
Criteria/Performance Indicators (major areas of evaluation such as Analysis of Content or Quality of Writing)
Weights for Criteria (In Blackboard, you can easily input the percentages)
Proficiency Descriptors (Labels that help candidates understand where they stand)
Levels for Proficiency Descriptors (Descriptions of performance levels)
Rubrics typically include these 5 components: instructions, criteria, weights, proficiency descriptors, and levels for proficiency descriptors. We will discuss each one of these in detail. Once we create the rubric - on paper or in Word - you can create your rubric in Blackboard.

7. Let’s create a rubric on paper first…
To create a rubric in Blackboard from a Word document, it is a basically a copy and paste operation!
All decisions should be made prior to entering the Blackboard rubric form.

8. Instructions to the Candidate
A sentence or two outlining instructions for the assignment:
Now, it’s your turn!
Let’s create a rubric...you could create a rubric for an assignment in your course. Write one to two sentences that summarize the instructions for that assignment. If you can’t think of one on this Monday morning, you may write instructions for a rubric for a presentation to faculty members!

9. Criteria/Performance Indicators
Expectations for the assessment (try using consistent format)
Description of expectation (use verbs: think Bloom’s or Webb’s DoK)
Weighted according to the significance or importance
Only a criterion title and weight will appear on Blackboard rubric
Depending on number of criteria, you may need to add rows

10. Now it’s your turn...
Unfortunately, we will not have time to completely develop a rubric.
However, you can get a good start!
Jot down at least the criteria titles and weights for an assessment in your course.
(Or we can develop one for this presentation! ☺ )

11. Proficiency Descriptors
Levels of proficiency (Recommended: 2 levels – passing; 2 levels – failing; 1 for 0 is optional)
Named levels (not numbered levels - to meet most accreditation standards)
Blackboard has default of 3 columns; you will need to add columns for additional levels.
The names should match the level descriptions. Typically, you will see “Advanced” or “Exemplary” as the top level while “Proficient” will be a passing score. On some assignments, we include “Unobserved” in which a candidate earns 0 points.

12. Differentiating Levels of Proficiency
Differentiate each level of mastery qualitatively.
Provide feedback to candidate on each criterion.
Defining the levels of proficiency is where you actually provide the expectations for candidates prior to the assignment. When instructors are scoring, it is easier to be consistent when the expectations are stated.

13. Now it’s your turn again...
By far the most difficult process in creating rubrics
Provides guidance for candidates
Self-assessment
Awareness of expectations
Provides guidance for instructors
Consistency in scoring (calibration)
Alignment with learning outcomes and objectives
These are by far the most difficult and most time-consuming to write. When creating general analytical rubrics, these descriptors may be used in multiple rubrics. Look at one of your criteria. What would that look like at the highest level? Take about 132 seconds to create an exemplary level descriptor.

14. Creating Rubrics in Blackboard
For creating Assessments:
On the content menu bar, select the Assessments drop down menu
You have the option of Assignment
This option allows you to input your rubric

15. Creating Rubrics in Blackboard - continued
For creating Discussion Boards, Blogs, Wikis, or other interactive assessments:
On the content menu bar, select the Tools drop down menu
You have the option of Discussion Board
This option allows you to create a discussion board and input your rubric

16. We are going to create a discussion board forum...
Applying a rubric to a tool requires an extra step.
Create the Discussion Board in the module.
Go to the Course Tools and select Discussion Boards.
Locate the Discussion Board you created.
Edit (by selecting the drop down menu) to add the rubric.

17. Now we are ready to the create the rubric ...

18. Select Add Rubric
Make selections of any restrictions or limitations for the assignment here.

19. Copy and Paste Name and Instructions to Appropriate Fields

20. Copy and Paste the Criteria and Performance Levels
You can reorder the levels of achievement, rename them, and change the percentages.
You may need to add columns and rows to accommodate your criteria and levels.

21. Use of Rubrics in Course
Copy of rubric can be posted in module
Candidates will know expectations before beginning task or product
Instructors can see rubric as they score, use verbiage from rubric in comments, be consistent, etc.

22. In summary... Rubrics inform candidates of assignments expectations
Rubrics guide instruction through performance descriptions
Rubrics ensure consistency for scoring assessments.
Criteria
Exemplary
Proficient
Progressing
Improvement Needed
Presented the session objectives
Kept the audience engaged
Stayed on time

23. References
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD.
Frey, N., Fisher, D., & Hattie, J. (2018). Developing “assessment capable” learners: If we want students to take charge of their learning, we can’t keep relegating them to a passive role in the assessment process. Educational Leadership, 75(5),
Gezie, A., Khaja, K., Chang, V. N., Adamek, M. E., & Johnsen, M. B. (2012) Rubrics as a tool for learning and assessment: What do baccalaureate students think? Journal of Teaching in Social Work, 32(4), DOI: /
Small, F., & Attree, K. (2016). Undergraduate student responses to feedback: Expectation and experiences. Studies in Higher Education, 41(11), DOI: /
Timmermann, B. E., Strickland, D. C., Johnson, R. L., & Payne, J. R. (2011). Development of a ‘universal’ rubric for assessing undergraduates’ scientific reasoning skills using scientific writing. Assessment & Evaluation in Higher Education, 36(5), DOI: /
Yoshina, J. M., & Harada, V. H. (2007). Involving students in learning through rubrics. Library Media Connection, 25(5),

24. Questions? Thank you for attending! Twyla Tasker
Ext. 6768