1. Designing Rubrics for Writing Assignments A Writing Across the Curriculum & Writing In the Disciplines Workshop Dr. Robert T. Koch Jr. Director, University Writing Center University of North Alabama 4 March, 2008

2. Today’s Goals Learn about rubrics, including why they are useful and what types exist Learn about rubrics, including why they are useful and what types exist Work through the process of developing a rubric for a writing assignment. This involves Work through the process of developing a rubric for a writing assignment. This involves Researching Models Researching Models Indentifying Requirements Indentifying Requirements Accounting for the Unexpected Accounting for the Unexpected Developing a Rating Scale Developing a Rating Scale Testing the Rubric Testing the Rubric

3. Why Use Rubrics? Clarify assignment comprehension Clarify assignment comprehension Encourage performance Encourage performance Expedite grading process Expedite grading process Increase accuracy and consistency Increase accuracy and consistency Improve teacher-student communication Improve teacher-student communication Reduce arguments (Suskie, 2004, p.124-125) Reduce arguments (Suskie, 2004, p.124-125)

4. Types of Rubrics Checklists Checklists Good for labs and required process steps Good for labs and required process steps Rating Scale Rating Scale Superior, Above Average, etc. Superior, Above Average, etc. Description Description Each criteria at each level gets a description Each criteria at each level gets a description Holistic Holistic Characteristic narratives for each level of quality (Suskie, 2004, p. 125-133) Characteristic narratives for each level of quality (Suskie, 2004, p. 125-133)

5. Rubric Development 1. Look for models Study to see what others have done Study to see what others have done Build on them – don’t reinvent the wheel Build on them – don’t reinvent the wheel Get permission from original authors for the use of their work, and recognize their work. Get permission from original authors for the use of their work, and recognize their work.

6. Rubric Development 2. List your requirements “What should students demonstrate in the final product”? (Suskie, 2004, p.134) “What should students demonstrate in the 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 Conventions Genre Conventions Build around the 3-8 items that are most crucial Build around the 3-8 items that are most crucial Cut and Combine where possible Cut and Combine where possible

7. Rubric Development 3. Account for the unexpected Avoid dry papers that seek only to fulfill the rubric requirements Avoid dry papers that seek only to fulfill the rubric requirements effort effort creativity creativity insight insight inspiration inspiration

8. Rubric Development 4. Develop the rating scale 1. Determine the levels At least 3, usually 5 levels At least 3, usually 5 levels A through F (+/-), Superior through Failing, etc. A through F (+/-), Superior through Failing, etc. 2. Watch wording Action verbs Action verbs Clear adjectives Clear adjectives Avoid adequate, appropriate, acceptable Avoid adequate, appropriate, acceptable What do these mean? What do these mean?

9. Rubric Development 5. Test the rubric Provides a better sense of the rubric’s effectiveness Provides a better sense of the rubric’s effectiveness Helps find any possible problems. Helps find any possible problems. Use a variety of writing samples Use a variety of writing samples Poor Poor Average Average Excellent Excellent

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