Rubrics
I admit that I hate rubrics. I am a very non-linear, intuitive grader and find that the linear nature of rubrics is very difficult for me. It's similar to the difference between cooking from a recipe or from scratch. You end up with the same result through two different methods.
Elie,
Thanks for your feedback. Students and instructors can both benefit and a well-designed rubric will not limit the student.
Thanks again.
I disagree I really like rubrics. If for one reason only it gives the students guidelines on what they will be graded on. It helps them focus on the subject matter and they know if they are going in the right direction. On the other hand if you are in the creative industry rubrics can be limiting not for the instructor, but for the students. The reason behind that is that they stop thinking outside the box they only give the instructor what in on the rubric and limit their creativity.
Brion.,
Your are right, we have to take the time to create good rubrics that are tied to the learning outcomes. Keep it up!
Brion.,
Good rubrics are clear and connected to the learning outcomes. Don't use bad rubrics.
Thanks!
Hello Jacob,
Yes, I think that this is part of the challenge in creation of rubrics. When the rubric is created in a cookie cutter manner without thought to the vast differences in the desired outcomes of different classes- this can cause a major problem. Brion.
Hello Tena,
Yes, and sometimes that can be part of the difficulty in using rubrics. If the instructor is not in line with the thinking of the person who created the rubric- this can cause some difficulty in using the rubric effectively. If only all rubrics were clear and connected to the learning outcomes! Brion.
Jacob,
The course content and learning outcomes play an important role in the use of a rubric. You bring up good information. Thanks!
Rubrics are helpful to me in certain courses and to a less extent in others courses. Linear courses (for example, computer applications where students perform certain specific tasks in an assignment) lend themselves very well to specific rubrics. Students can see the steps they need to take and the points associated with each step. They find it very helpful and often refer back to it before submitting an assignment to ensure they have addressed each step/task.
Nina,
It is important to take the time to effectively develop rubrics. The pay off is great. Continue to put in the time.
Rubrics are great once developed. It provides consistency in your grading. But I would have to agree that rubrics are long and cumbersome. It takes time to develope them and determine the point allocations.
Thanks, Nina Miville
Ervin,
Ervin,
We learn from experience. Keep learning.
Dr. Tena B. Crews
I too was a non-beliver when I first started to use them. But know I can see how valuable they are. They only issue I have is getting the students to actually read what and how each assignment was to be graded.
Kimberley,
Oh yes, they provide structure. Structure students (and instructors) many times needs. This does provide for consistency. Thanks!
I see your point. However I think that rubrics provide structure. Sometimes I have a hard time figuring out what grade one assignment deserves over another, grading can be very objective. However with a rubric I can see whether the content of the assignment matches the criteria in the rubric. This makes my grading more sturctured and fair.
Louise,
Ah...there is a difference between checklists and rubrics. Both can be used depending on the purpose of the assignment, what students must accomplish and the learning outcomes. Thanks for bringing this up.
I can understand the comment about not liking rubrics. Sometimes it seems that instructors simply need to check the boxes, without qualitative assessment of the paper. There is some validity to the statement that perhaps the grading rubric is not good. Yet you must also understand that many programs now use "developers" who design the rubrics. The instructor cannot change those rubrics.
If you view the examples provided in this section of this course, you will note that the number of points is minimal - 2 to 3 points. When you are grading assignments of 100 points, are you using a rubric with 30-50 "checkmarks"? Probably not. The issue becomes an assignment with 100 points with a particular category that has a value of 30 points. Assume excellent is 30, average is 20, below average is 10 and needs improvement is 0. What do you do with a paper that is better than average, but not excellent - can you give 25 points? What if is below average, yet you feel 10 points are too harsh?
Rubrics can be quite restrictive, and if an instructor varies from the rubric it may cause problems with grading in the course or program. Even if you follow the rubric, students will question why they could not receive 22, 24 or even 28 points.
Finally, when there is the criteria such as "provided 2 examples", what if the exmaples are poor? Should that student receive the full 30, 20 or 10 points. And if not, how do you address to minimize grade challenges and student dissatisfaction?
Rebekah,
You are so right. They can't just be "slapped together." Rubrics and the criteria used in rubrics must connect to the learning outcomes and help the students understand the expectations. Nice job.
While there are benefits of using Rubrics for both the student and the instructor, they must be properly developed. I would say the complexity lies in the creation of the rubrics for the specific assignment as it relates to the course learning objectives. Once they are created, they do make grading easier and in some cases quicker - but again it starts with the process. The key is to develop a system that can measure student learning that works for you the instructor, the student and the University.
Becky
Valerie,
You are so right. Rubrics help everyone. The expectations/criteria should be clear and help the students and instructor along the way. Thanks!
