Aisling,
Yes, the criteria has to fit everything - the course, the learning objective, the assignment/project, etc.
Too much critieria and too much based on Quanity was added and the student was too confused about the standardize way they think about their assignments. The criteria also has to fit the class.
Deborah,
The criteria are the key. They can't be too "general," yet if they are too "specific" they don't leave any means for creativity. We have to work carefully each time we create a rubric. One size does NOT fit all. ;-)
One problem I see is that the criteria are hard to judge based on what the assignment is. So, for example, a rubric is generic for discussions, but it is also being used for all assignments and it is not clear how many points should be taken off for the criteria. I also see it being difficult to determine between exceptional and meets expectations if there are not any comments to explain the differences.
Deb
Daron,
You are right. Too many or poor criteria can hinder learning instead of improve learning.
Good point!
While an instructor may have the best intention, using too many criteria is confusing for the student. The reading recommended 4 -8 criteria, in that the student can clearly identify what is needed to achieve an excellent rating. As instructors we need to be clear what is expected and connect the assignment with the rubric.
robert,
The criteria, how they are worded and their connection to the objectives are essential. You're right - the rubric should alleviate questions instead of increase the confusion. Thanks!
One of the common mistakes online instructors can make when creating rubrics is to choose the wrong wording. Jargon or technical language that is unfamiliar to students should be left out of rubrics since it can lead to misunderstandings and an avalanche of emails asking for explanations. Also including too much detail in descriptions can discourage students from reading the content.
Francis ,
We do have to be clear with our expectations and make sure we are helping the students understand the expectations.
Thanks!
I know the most common mistake I make is being too vague. I am trying to make them general so they can used in multiple environments. I need to make sure that I am more specific to each of the assignments I am trying to assess. It just doesn't pay to cut corners. Nobody wins in the long run.
Sara,
when we have too many criteria in the rubrics or unclear criteria, the students who can become confused. We want rubrics to help the students, not confuse them. Thanks!
Hello Dr. Crews and colleagues, :-)
The text mentions the following mistakes:
"Putting too many criteria in the rubric; using "quantity" components in a rubric; using a varying scale within a single level of assessment; not allowing for students to see improvement; not clearly defining the criteria; and not connecting the assignment or project to course outcomes within the rubric."
As I'm new to the “world†of rubrics, I'll follow the above criteria as examples of what not to do when creating effective rubrics.
Sara Fine
Online Instructor
Racquel ,
Students can be let down by their own anticipation. . .but they should earn what they earn. With appropriate rubrics, a connection of the content to learning outcomes, and appropriate assignments, there should be no question on what they have earned. Thanks!
Racquel ,
A consistent, reliable tool - what a good idea! ;-) That's what we are working toward. I'm glad you have the opportunity to give feedback at your institution and I hope they listen carefully. Keep it up!
Racquel ,
You hit the nail on the head. The objectives should actually be in the rubric. If there is an objective or criteria in the rubric that does not align with the assignment, it's useless. We have to take the time to carefully design the rubrics. Thanks for your input.
Racquel ,
This takes some practice. Keep moving forward to help them connect the dots.
Thanks.
Oftentimes students anticipate grade inflation. To avoid this issue, I clarify the rubric and class expectation from the beginning in the class. And explain that meeting assignment's requirements don't equate an “A."
I teach a design portfolio class, and student often assumed that a working portfolio is an “A." I explain, the scale/level of points earned is based upon the quality of the content in the design portfolio, the professionalism of its execution and other criteria in that specific assignment.
It also helps to post the weekly assignment’s rubric in the announcement board, review it in the chat and email it to them in the beginning of each project.
I agree. I also teach visual design, and we make a recommendation on the rubric change. Faculty's feedback to the class is very important to the program's refinement.
The new virtual campus platform does allow us to make changes. However, we want to make sure it’s approved by the program chair. This ensures by that “End of the Course," the grade data gathered across the different sections of the course is consistent (reliable tool).
I have noticed that too. They are able to comprehend the research they have done and discussed why it supports or not supports their initial hypothesis.
Common mistakes I've observed were the following:
• Not using the course objectives for the criteria- can’t measure student progress.
• Not clear about the criteria – confuses the student.
• Too many criteria- time-consuming to grade
• Point weights are not appropriate to the task-doesn’t provide correct points earned by a student (example 50% for reference, 50% content).
• The used a generic rubric (with all the program’s objective criteria) in assignments- some of the criteria may not apply to that assignment.
