Although rubrics are beneficial, on their own they do not constitute all the feedback that students need and deserve on substantial written work.
With each assignment, start by listing what characterizes a strong piece of student writing in response to that assignment. This rubric is closely aligned with the tasks in the assignment, emphasizes, in its organization, the key priorities in the assignment, and illustrates different levels of success.
Different criteria can be weighted differently for grading purposes. There is a point of diminishing returns in having to make too many discrete evaluations. Creating a rubric is a recursive process.
Order your list so that it starts with the quality of the content and ideas and analysis and arguments, then moves to organization and finally to grammar and careful editing and citation format.
Once you start using it to help you evaluate actual student papers, you will soon discover things you forgot to include and you will inevitably change your mind about what matters most in successful papers. For students, having rubrics not only demystifies how their work will be evaluated but also teaches what makes for a successful paper in response to that assignment, in that genre, and in that discipline.
Then decide whether you want to describe different levels of success on each item and whether you want to align that evaluation with points or grades see the example below.
If you are going to weight the items, try assigning relative percentages to the categories, making sure to have ideas and content and big-picture elements of the paper count for most of the points. The section on responding to and evaluating student writing in our WAC Faculty Sourcebook offers many possible examples of rubrics, which we would encourage you to use as models to follow or adapt as you develop your own rubrics.
What rubrics look like varies a great deal: Getting Started Creating a rubric does not need to take much time. They can be in prose form or in a bulleted list or a grid. Once you have a draft rubric, share it with your students when you assign a paper and ask students to ask you questions about it—their questions should help you improve and clarify your expectations.
Students need some individually tailored feedback.
Beyond a few basics, what makes for effective writing varies depending on the learning goals for the assignment, the genre of the paper, the subject matter, the specific tasks, the discipline, and the level of the course.
Dannels, Pamela Flash, and Amy L. For more information about the limits of broad, general evaluation rubrics, see Chris M. Here is some general advice for getting started: Remember too that the characteristics of successful papers articulated in a rubric seem to offer clarity and precision, but the truth is that all of the significant terms in evaluation criteria and rubrics require further explanation and interpretation.
One Example of a Rubric Matched to an Assignment On the next page is a strong example of an assignment and rubric from a first-year history seminar. Once you have a list of characteristics, try organizing them into a limited number of larger categories.
These evaluation criteria or rubrics sometimes take the form of a simple list, and other times appear in an evaluation form that the instructor will use for giving feedback. Writing Across the Curriculum Rubric CRITERIA Unsatisfactory 0 – Basic – Proficient – Distinguished 1.
Addressing the Topic the topic, but may The paper indicates confusion about the topic or neglects important aspects of the task. The paper addresses slight some aspects of the task. The paper addresses the. Writing Across the Curriculum Rubric CRITERIA Unsatisfactory 0 – Basic – Proficient – Distinguished 1.
Addressing. Teaching That Makes Sense offers tools, training, and technology support for K schools in reading, writing, math, test preparation, and assessment.
Finally, the rubric needed to meet the needs of faculty across all levels and courses, in turn providing flexibility for the variety of courses and assignments within the curriculum.
For more information about the limits of broad, general evaluation rubrics, see Chris M. Anson, Deanna P. Dannels, Pamela Flash, and Amy L.
Housley Gaffney, “Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts,” The Journal of Writing Assessment ().
Rubrics are identified either by the date of development or the last date of posting prior to Should a program wish to update or add its rubric, please contact [email protected]Ttms writing across the curriculum rubric