Rubrics: Rubric Creation

• Identify key landmarks in a rubric

• Critique written rubric criteria

• Write rubric criteria

• Assessment 101

• Differences between…

  • Assessment and Accreditation

  • Norm- v. Criterion-referenced

  • Formal v. Informal

  • Formative v. Summative

• Stats or any kind of statistical analysis

• “Feelings” about assessment

• Simply collecting data

• A means of evaluating faculty

• Merely a compliance activity

• Something that will go away

• An excuse to retire

• Start with the objectives as transparent statements of what is learned

• Develop assessment that “test” achievement of the objective

• Dissect the finalized assignment into measurable, observable objective statements that become the rubric criteria

• Read all of the rubric criteria to determine if the assessment and rubric criteria are evidence of achieving the objective

This assumes: 

• Every rubric criteria can be aligned to a course objective

• Every extraneous rubric criteria is identified as not aligned

• More important rubric criteria (i.e., aligned to more important objectives) may be assigned greater point values

• Greater point values are distributed according to more important course objectives

• More important course objectives demand more rubric criteria in terms of frequency, rigor and point value

• Match Acceptable level verbs to verbs in the course objectives