Designing Rubrics for Writing Assignments A Writing Across
Designing Rubrics for Writing Assignments A Writing Across the Curriculum & Writing In the Disciplines Workshop Dr. Robert T. Koch Jr. Director, University Writing Center University of North Alabama 4 March, 2008
Today’s Goals Learn about rubrics, including why they are useful and what types exist n Work through the process of developing a rubric for a writing assignment. This involves n n n Researching Models Indentifying Requirements Accounting for the Unexpected Developing a Rating Scale Testing the Rubric
Why Use Rubrics? Clarify assignment comprehension n Encourage performance n Expedite grading process n Increase accuracy and consistency n Improve teacher-student communication n Reduce arguments (Suskie, 2004, p. 124125) n
Types of Rubrics n Checklists n n Rating Scale n n Superior, Above Average, etc. Description n n Good for labs and required process steps Each criteria at each level gets a description Holistic n Characteristic narratives for each level of quality (Suskie, 2004, p. 125 -133)
Rubric Development 1. Look for models n n n Study to see what others have done Build on them – don’t reinvent the wheel Get permission from original authors for the use of their work, and recognize their work.
Rubric Development 2. List your requirements n n n “What should students demonstrate in the final product”? (Suskie, 2004, p. 134) Content? Higher Order Concerns? Lower (or Later) Order Concerns? Genre Conventions Build around the 3 -8 items that are most crucial n Cut and Combine where possible
Rubric Development Account for the unexpected 3. n Avoid dry papers that seek only to fulfill the rubric requirements n n effort creativity insight inspiration
Rubric Development 4. Develop the rating scale 1. Determine the levels n n 2. At least 3, usually 5 levels A through F (+/-), Superior through Failing, etc. Watch wording n n n Action verbs Clear adjectives Avoid adequate, appropriate, acceptable n What do these mean?
Rubric Development 5. Test the rubric n n n Provides a better sense of the rubric’s effectiveness Helps find any possible problems. Use a variety of writing samples n n n Poor Average Excellent
References Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing.
- Slides: 10