Using Rubrics for Grading and Feedback
Most of us can recall some point in our school careers when we were handed back an assignment with something like the following scrawled on it: “B Good work!” or “72/100 Try harder”. You might also recall the questions that went through your head upon receiving that vague feedback: “Good work?? Then why not an A?” “Try harder at what? Should it be longer? Wasn’t it neat enough? Was my grammar bad?”
Rubrics can demystify grading for your students and for you. They can be especially helpful for non-native speakers who often benefit from written clarification.
Rubrics have two components: 1) a list of criteria for an assignment and 2) descriptions of what work looks like at each level for each criterion.
To create a rubric first think about what your main criteria are for an assignment. If you are asking students to create a CD cover, for example, you might decide that the criteria are as follows: communication of a message, overall design, and presentation. It might look something like this:
| CD COVER CRITERIA |
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| Communication of message |
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| Overall design |
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| Presentation |
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(In a typography class, there would likely be a criterion for type; in a writing class, quality of the copy would weigh heavily; an advertising course might look for evidence of marketing research.)
Next, you will need to define each criterion. Concisely answer the questions: What is excellent communication? Acceptable communication? Unacceptable communication? The sample descriptions below are one interpretation of the “communication” standard. Your own would probably differ according to what you teach and at what level. Your standards should reflect those of the industry and of your department.
| CD COVER CRITERIA |
Excellent (A-B) |
Acceptable (C) |
Unacceptable (D-F) |
| Communication of message |
Type of music and band name or CD title are immediately clear. |
Visual supports the genre of music. Title or band name can be easily found on the cover. |
Title of CD or band name is not visible. Visuals imply a different genre of music. |
| Overall design |
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| Presentation |
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Note that a CD cover assignment could be given in an introductory freshman design class or in a graduate level new media course. The rubric helps to define and focus the specific aspects of the work that your particular course seeks to develop in students.
A few tips on creating rubrics:
- Check to see what rubrics already exist in your department. While you may not be required to use the existing rubrics, it is good to know what they look like and to adapt them if appropriate.
- Try to keep your list of criteria to five or fewer.
- Avoid words like “good” and “bad” in your descriptions. Instead, describe exactly what good and bad look like.
- Showing samples of work that exemplify various levels of the rubric are often very helpful to students.
Resources
Rubrics for Assessment and Grading
Rubric Examples
Use Rubistar to create rubrics online or to view others' rubrics (Note: this site is K-12 oriented but still contains valuable information)
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