1. PRESENTATION ON
RUBRICS FOR
DIFFERENT MODULES

2. AIM
To appraise the faculty members about rubrics design for different modules

3. SCOPE Basics of Rubrics Rubrics Design for Thesis Capstone project
Sessional
Industrial Training

4. BASICS OF RUBRICS

5. INTRODUCTION
The word derives from the Latin: rubrica, meaning red chalk.
“An authoritative rules” and “a guide listing specific criteria for grading or scoring academic papers, projects, or tests”.
A simplified way to grade a complicated assignment.
Rubrics are not a form of assessment, but are the criteria for making an assessment.
It articulates gradations of quality for each criterion, holistically (from excellent to poor) and numerically (5,4,3,2,1,0).
As it is provided ahead of time, rubrics allow for transparency, consistency and increased objectivity.

6. INTRODUCTION Rubrics: Objectify assessment
Are a mechanism for assessing work
Guide the learner
Guide the assessor
Help the learners to prioritize the tasks
Are transparent

7. INTRODUCTION Rubrics can be used for assessing: Thesis Lab Reports
Industrial Attachment/Visit
Oral presentations
Group Work
Capstone Project

8. FORMAT FOR RUBRIC

9. SAMPLE OF RUBRICS /12 Criteria/ Scale Poor Moderate Excellent
Marks
Organization and Learning need
Does not identify organization or learning need
Identify the organization but does not summarizes the learning need 2
Identifies the organization and thoroughly summarizes the learning need 4 /4
Learner Characteristics Summary
Does not summarizes the learners characteristics
Summarizes some but not all of the relevant learners characteristics 6
Summarizes all relevant learner characteristics 12
/12

10. QUESTION TO ASK WHEN DESIGNING A RUBRIC
What do I want to assess with this assessment?
Do I provide enough details for the students?
Will the scale encourage the students to improve their performance?
Are the points distributed properly?
Is it clear how to move from one level in the scale up to the next?

11. PERFORMANCE ASSESSMENT

12. RUBRIC – TERMS TO BE USED
Needs Improvement...Satisfactory...Good...Exemplary
Beginning...Developing...Accomplished...Exemplary
Needs work...Good...Excellent
Novice...Apprentice...Proficient...Distinguished
Numeric scale ranging from 1 to 5, for example

13. TYPES OF RUBRICS
Rubrics
Holistic
Rubric
Analytic

14. TYPES OF RUBRICS Holistic : Analytic
Looks at the product or performance as a whole
Analytic
Breaks the performance or product into criteria
( Dimensions)

15. BENEFITS FOR STUDENTS Provide students with a great deal of feedback
Allow the students to clearly understand expectations, thus why they did or did not do well.
Engage students’ critical thinking.
Provide consistency, objectivity and clarity to assessment.

16. BENEFITS FOR TEACHERS Save time for instructor.
Remove the guessing game of assessment.
Provide consistency, objectivity and clarity to assessment.
Provide a lens with which a professor can refine and improve his or her own teaching.

17. BENEFITS FOR PARENTS
Parents can feel more confident and comfortable helping students with homework because they know exactly what is expected of their child.

18. Q&A

19. Maj Gen Md Abul Khair, ndc, PEng
REMARKS BY COMMANDANT
Maj Gen Md Abul Khair, ndc, PEng