In general a rubric is a scoring guide used in subjective assessments. A rubric implies that a rule defining the criteria of an assessment system is followed in evaluation. A rubric can be an explicit description of performance characteristics corresponding to a point on a rating scale. A scoring rubric makes explicit expected qualities of performance on a rating scale or the definition of a single scoring point on a scale
Rubrics are explicit schemes for classifying products or behaviors into categories that vary along a continuum. They can be used to classify virtually any product or behavior, such as essays, research reports, portfolios, works of art, recitals, oral presentations, performances, and group activities. Judgments can be self-assessments by students; or judgments can be made by others, such as faculty, other students, or field-work supervisors. Rubrics can be used to provide formative feedback to students, to grade students, and/or to assess programs.Rubrics have many strengths:
- Complex products or behaviors can be examined efficiently.
- Developing a rubric helps to precisely define faculty expectations.
- Well-trained reviewers apply the same criteria and standards, so rubrics are useful for assessments involving multiple reviewers.
- Summaries of results can reveal patterns of student strengths and areas of concern.
- Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, "Did the student meet the criteria for level 5 of the rubric?" rather than "How well did this student do compared to other students?" This is more compatible with cooperative and collaborative learning environments than competitive grading schemes and is essential when using rubrics for program assessment because you want to learn how well students have met your standards.
- Ratings can be done by students to assess their own work, or they can be done by others, such as peers, fieldwork supervisions, or faculty.
- Analytic rubrics identify and assess components of a finished product.
- Holistic rubrics assess student work as a whole.
From an Assessment Workshop presented at Honolulu Community College on August 31, 2004
by Dr. Mary Allen, The California State University System
by Dr. Mary Allen, The California State University System
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