A single-point rubric takes yet another approach. For each criterion, a single expected performance level is described. This places the emphasis on whether students exceed this level or if there is still room for improvement. This makes this type of rubric particularly suitable as a guidance tool.
Another dimension by which you can compare rubrics is whether they are task-specific or generic. Whereas task-specific rubrics are directly linked to a single specific assignment, generic rubrics are more widely applicable, for example for skills that recur across multiple courses (within a learning path). All the types of rubrics mentioned above can be used as both task-specific and generic rubrics.
Assessment levels and indicators
The strength of rubrics lies in the detail of the assessment levels and indicators. These must be clearly distinguishable from one another and follow a logical structure, so that they make students’ progress visible.
Good indicators are specific and measurable, but also understandable and phrased positively for students. They describe what you, as a teacher, can actually observe and make explicit what characterises a strong performance. In practice, it often helps to base indicators on existing work from students. Consulting with colleagues and students also contributes to sharper and more useful formulations.
Rubrics are widely applicable: from assessing insight and the application of knowledge to higher-order thinking skills, practical skills and the creation of products such as essays or presentations.
The benefits of rubrics
For teachers, rubrics primarily provide greater clarity in assessment. The assessment process is often faster and more consistent, and differences between assessors are reduced. In addition, rubrics offer insight into what students are struggling with, which can provide valuable input for improving teaching.
For students, the added value lies primarily in transparency. They have a clearer understanding of what they are assessed on, and they receive their feedback and feedforward in a clear and structured manner. This helps them to work more effectively on improving the assessed skill(s) and strengthens their capacity for self-regulation.
Step-by-step guide for development
Developing a rubric begins by determining the context: is it a generic or task-specific rubric? Next, you make a clear connection to the learning objectives and decide which criteria should therefore be central to the assessment.
You then choose the function of the rubric – formative or summative – and you develop the assessment levels. A key step to this is formulating indicators: start with the highest and lowest levels and develop the intermediate levels from there. The number of levels can vary per criterion. Finally, you establish the scoring criteria, calibrate the rubric with co-assessors and evaluate the rubric after use, so it can be further refined for future use.
Rubrics in our digital learning environments
Rubrics can be completed either on paper or by using a spreadsheet such as Excel, but they can also be easily integrated into our digital learning environments such as Ans and Brightspace. In these systems, you can create analytical rubrics specifically, with multiple criteria and levels, where each criterion is assigned a score or weight. This allows you to assign a specific weight to the various components of an assignment within its assessment, making it easy to mark your students’ assignments or essays.
More information
If you would like to know more about rubrics, which rubric fits you and your course and/or how to use this rubric effectively in the digital learning environment, we would be happy to help. Book an appointment or drop by TIP Faculty of Arts.
