A
Rubric for Rubrics
A
Tool for Assessing the Quality and Use of Rubrics in Education
|
Criteria |
1 Unacceptable |
2 Acceptable |
3 Good/Solid |
4 Exemplary |
|
Clarity
of criteria |
Criteria being assessed are unclear, inappropriate and/or
have significant overlap |
Criteria being assessed can be identified, but are not
clearly differentiated or are inappropriate |
Criteria being assessed are clear, appropriate and
distinct |
Each criteria is distinct, clearly delineated and fully
appropriate for the assignment(s)/course |
|
Distinction
between Levels |
Little/no distinction can be made between levels of
achievement |
Some distinction between levels is made, but is not
totally clear how well |
Distinction between levels is apparent |
Each level is distinct and progresses in a clear and
logical order |
|
Reliability
of Scoring |
Cross-scoring among faculty and/or students often results
in significant differences |
Cross-scoring by faculty and/or students occasionally
produces inconsistent results |
There is general agreement between different scorers when
using the rubric (e.g. differs by less than 5-10% or less than ½
level) |
Cross-scoring of assignments using rubric results in
consistent agreement among scorers |
|
Clarity
of Expectations/ Guidance to Learners |
Rubric is not shared with learners |
Rubric is shared and provides some idea of the assignment/
expectations |
Rubric is referenced - used to introduce an
assignment/guide learners |
Rubric serves as primary reference point for discussion
and guidance for assignments as well as evaluation of assignment(s), |
|
Support
of Metacognition (Awareness of Learning) |
Rubric is not shared with learners |
Rubric is shared but not discussed/ referenced with
respect to what is being learned through the assignment(s)/course |
Rubric is shared and identified as a tool for helping
learners to understand what they are learning through the assignment/ in the
course |
Rubric is regularly referenced and used to help learners identify
the skills and knowledge they are developing throughout the course/
assignment(s) |
|
Engagement
of Learners in Rubric Development/ Use * |
Learners are not engaged in either development or use of
the rubrics |
Learners offered the rubric and may choose to use it for
self assessment |
Learners discuss the design of the rubric and offer
feedback/input and are responsible for use of rubrics in peer and/or
self-evaluation |
Faculty and learners are jointly responsible for design of
rubrics and learners use them in peer and/or self-evaluation |
*Considered optional by some educators and a critical
component by others
|
Scoring: 0 - 10 = needs improvement 11 - 15 = workable 16 – 20 = solid/good 21 – 24 = exemplary |