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Click on the '+' icon at the bottom of each column to add a new post to the column

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Click on the '+' icon at the bottom of each column to add a new post to the column

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Rubrics are a way to set up custom or Outcome-based assessment criteria for scoring.

A Rubric is an assessment tool for communicating expectations of quality. Rubrics are typically comprised of rows and columns. Rows are used to define the various criteria being used to assess an assignment. Columns are used to define levels of performance for each criterion.

Rubrics can be set up as non-scoring rubrics, which allows for assessment-based and outcome-based grading without points.

View a video about rubrics.

Account Rubrics

Account-level rubrics are rubrics that are created at the account or sub-account level. They can be used by any course within that account or sub-account for assignments, discussions, or quizzes. If an account-level rubric is used in more than one place, it becomes uneditable, but is still usable.

Account-level rubrics can be used to create institutional or departmental question repositories. The purpose of account-level rubrics is to provide resources for teachers, not control content. For example, if the English department offered several courses to teach basic grammar rules to students, a department could create a sub-account level rubric. Instructors could then access the rubric to offer the same evaluation standards to students in different courses.

Course Rubrics

Course-level rubrics are either created at the course level or copied from the account or sub-account level. Once a rubric has been used to assess a student, the rubric cannot be edited. However, existing rubrics can be recopied and used on other assignments.

When would I use a Rubric?

Use a Rubric to:

Communicate assessment expectations to users.

Align pre-defined learning Outcomes to your course assignments and assessments.

Assess online submissions in the SpeedGrader.

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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Rubrics are a way to set up custom or Outcome-based assessment criteria for scoring. A Rubric is an assessment tool for communicating expectations of quality. Rubrics are typically comprised of rows and columns. Rows are used to define the various criteria being used to assess an assignment.

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Please give us some feedback on todays workhop via our rubric

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Please give us some feedback on todays workhop via our rubric

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Give feedback on what students did well (so they keep doing it) & highlight where and how they could improve it (using very specific advice).

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Something that helps with anything they're confused about, or how to do something better next time.

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Feedback should be positive and constructive. Helping to scaffold the learning to improve

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Feedback should be positive and constructive. Helping to scaffold the learning to improve

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Formative feedback - should be constructive both in terms of criticism and compliments and should be used to gain an understanding of where students maybe struggling and what can be done to improve. Doesn’t necessarily have to map directly onto the rubric

Summative feedback - More formal with the idea of guidance for future improvement. Map more directly onto the rubric for how to improve and whether they have met the criteria for a certain mark

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Something specific on how to improve in the future

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Something specific on how to improve in the future

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Constructive feedback that allows them to reflect and improve on

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You want students to be able to move forward with their next assessment. Key ideas, areas for interest but it needs to be clear and concise to allow students to understand and useful in how they apply it to their next piece of work.

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Consistent issues/concerns can be written once and reused using a rubric, I assume. Maybe more generalised and not specific

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Consistent issues/concerns can be written once and reused using a rubric, I assume. Maybe more generalised and not specific

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Rubric should be specific to the assignment

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Feedback on what they did well- what the strengths of that piece of work were, then feedback on what could have been improved (specific to this piece of work) and recommendations for the future (more generic feedback)

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written feedback - related to the marking criteria - areas to improve on as well as strengths

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written feedback - related to the marking criteria - areas to improve on as well as strengths

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A rubric would really allow students to see how the mark and feedback given 'align' with the specifics of the task.

Emphasis fairness and clarity

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clear explanations of what went wrong to make them think of how to progress from there.
But also encouraging

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Clear, precise and effective, allowing students to understand what they are doing well and how they can improve.

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Clear, precise and effective, allowing students to understand what they are doing well and how they can improve.

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Rubric will hopefully save time in marking a giving feedback

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Rubric will hopefully save time in marking a giving feedback

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A rubric would be easier to follow and allow marking to be quicker if you are focusing on one specific area.
Allows students to clearly focus on different areas - primary / secondary sources, introduction and conclusion and layout for example.

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Could be ways in which good feedback can be done quickly and reduce academic time

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Rubrics helps map the assignment criteria more easily than a general comment

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Rubrics helps map the assignment criteria more easily than a general comment

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It can help students understand how to the learning outcomes are being tested

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Rubrics can lay out clearly and in advance the different tasks in the assignment

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Rubrics can be linked to grade descriptors and marking criteria

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Rubrics can be linked to grade descriptors and marking criteria

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it seems a good way to give generic feedback to the whole class and then you can provide specific feedback to the individual assignments

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Help identity common issues or things that have been generally done well

Clarity of how there mark has been given

Some things are harder to describe without a very detailed rubric which can then be less interpretable to students - things like structure or presentation - which is more personalised

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Research by Susanne Voelkel and Lu Mello in Life Sciences - on student perceptions of what good written feedback is.

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Research by Susanne Voelkel and Lu Mello in Life Sciences - on student perceptions of what good written feedback is.

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Susanne Voelkel_How to give feedback (1)