First: Select a student project/assignment for assessment.
Example: Team students into pairs to research
and write a 5 page case study.
Second: What skills or competencies are
your students demonstrating with their work on this
project?
Example: Ability to work together. Effectively
research the material.
Third: List traits you will be looking
for when evaluating the case study. List what you will
be grading the student on for this project. Use nouns
or phrases to name traits, and avoid evaluative language.
It is a good rule of
thumb to limit your list of traits to no more than seven.
Each trait should represent a main teachable attribute
of the skills and competencies you are assessing.
Example:
Content
Organization
Continuity
Originality
Delivery
Fourth: Decide on the number of gradations
you will use for each trait and how you will describe
them.
5 points of gradation:
- 5=Proficient
- 4=Clearly Competent
- 3=Acceptable
- 2=Limited
- 1=Attempted
4 points of gradation:
- 4=Exemplary
- 3=Advanced
- 2=Average
- 1=Poor
Fifth: For each main trait document what describes work at
each level of mastery. If you use five traits and five
gradations, you will have 25 statements in your rubric.
You should try to balance over-generalizations and specific
tasks.
Traits in a 4 point rubric:
- Exemplary:
Case study topic is clearly stated and developed;
specific examples are appropriate and clearly developed;
ideas flow together well; good transitions; well-organized.
- Advanced: Most content
is presented in logical sequence; generally well organized
but better a better flow between ideas could be improved.
- Average: Main idea
and supporting material are not firmly joined; mo
clear movement between ideas; flow and organization
loose.
- Poor: Presentation
of ideas is rough; doesn't read smoothly; organization
of main idea is weak; no order to writing style
Sixth: Layout a simple format for the
rubric to give to the students and for grading the project
or assignment.
Seventh: Test your rubric and adjust the
traits and organization based on feedback. It is a good
practice to have other faculty or staff and students
look over the rubric before use.
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