Dr. Andrea L.

Williams
Faculty of Arts & Science

Rubrics: An Effective and Efficient Grading Tool

a rubric is a scoring tool that lays out the specific expectations for an assignment (Steven and Levi, 3).

The Basic Parts of a Rubric

1. A task description (the assignment), e.g., Write a 2-page editorial.

2. A scale of some sort indicating levels of achievement.
3. Dimensions of the assignment (a break-down of the skills/knowledge involved in the assignment
such as analysis, factual content, grammar, etc).
4. Descriptions of what constitutes each level of performance (specific feedback) laid out in a grid.

Benefits of Rubrics

Make grading more consistent and fair (especially when TAs are grading)
Save time and enable more timely feedback to students
Give students more detailed feedback
Clarify instructor expectations to students (if you share rubric with students ahead of time)
Diagnose students strengths and weaknesses and help us refine our teaching methods
Full rubrics provide explicit guidance for teaching and for students peer review and self-
checking

Steps for Constructing a Rubric

If possible, work from examples of past student performances, grading checklists, descriptions of criteria,
comments on assignments or testsand anything else that has helped you in the past to articulate criteria
for student performance.

1. Reflect. Choose a test or assignment that tests what you want to evaluate. Consider your
objectives for the assignment (what you want students to learn and do), why you created the
assignment, what happened the last time you gave it, and what your expectations are.

2. List. Identify the criteria or traits that will count in the evaluation such as thesis, use of
concepts, factual accuracy, etc.

3. Group and Label. For each trait, construct a two- to five-point scale using descriptive
statements.* For example, if the trait is thesis, then the scale for thesis will have several
levels, each with a description of the performance for that level. For example, a thesis that scores
a 5 does X, Y, Z. A thesis scores a 4 does X and Y, etc.

4. Apply. Try out the scale by applying the dimensions and descriptions form Stage 3 to a sample of
student work; review with colleagues or TAs and revise.

*TIP: Avoid overly negative vocabulary in your scale words, e.g., failed to . . ., which can discourage
students. Instead use words that guide students towards exemplary performance, e.g., exemplary,
competent, beginning; excellent, good, developing; strong, satisfactory, needs work

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 Dr. Andrea L. Williams
Faculty of Arts & Science

Benefits of Collaborating on Rubrics

Provides more input about how we communicate our expectations.

Provides your department with a better record of shared expectations, continuity, and academic
standards.
Provides individual instructors with evidence of their own teaching skills.
Constructing a rubric requires knowing what is and is not important for each assignment and for
the class overall, which can help TAs become better at leading tutorials, marking, etc.
TAs are generally closer to the students and can offer insights into what needs to be spelled out
and what doesnt.
Avoids problems that result from simply handing a stack of assignments to a TA without offering
guidelines about how they are to be graded.

Ways to involve TAs in constructing rubrics (adapted from Stevens and Levi, 2005).

1. Instructor creates rubric and gives it to TAs to use in grading.

2. Instructor creates list of the basic dimensions and main points but lets TA create rubric; instructor
checks rubric and revises it before allowing it to be used for grading.
3. Instructor creates a list of goals and key points and lets TAs create rubric; the instructor checks
rubric and revises it before allowing it to be used for grading.
4. Instructor tells TAs to create rubric, but checks it and makes changes before it is used for grading.

Other useful potential collaborators for rubrics:

Colleagues, librarians, Writing Centre Instructors, etc.

For further reading on rubrics . . .

Dannelle D. Stevens and Antonia J. Levi, Introduction to Rubrics: An Assessment Tool to Save Grading
Time, Convey Effective Feedback and Promote Learning.

Jhon James Mora, Rubrics as an evaluation tool in Economics (March 1, 2010). Available at SSRN:
http://ssrn.com/abstract=1578439 or http://dx.doi.org/10.2139/ssrn.1578439

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 Dr. Andrea L. Williams
Faculty of Arts & Science

Economics Writing Example Rubric**

Learning outcome: Students will be able to apply economic theory and empirical data to analyze policy issues.

Learning Outcome 4 3 2 1
Component

Identification of
criteria
Defines criteria for Clearly (correctly) Provides definitions of Provides definitions of Does not correctly
assessment of the defines the criteria the criteria used to the criteria used to define criteria used
policy issue used to assess the assess the implications assess the implications
implications of the of the research of the research
research question question, but it is question, but at least
unclear one definition is not
factually correct

Weighs the relative Indicates the relative Weighting scheme and Weighting scheme, Does not identify the
importance of the weighting rationale, although although present, is relative weighting
criteria (importance) of the present, are unclear unclear; no rationale (importance) of the
criteria and provides a for the weighting criteria
rationale for the scheme is provided
weighting scheme

Theoretical analysis
Applies a production Clearly presents and Presents and explains Presents and explains Does not present the
possibility diagram to fully explains the the impact of the the impact of the impact of the proposed
the policy issue impact of the proposed proposed change in proposed change in change in terms of a
change in terms of a terms of a PPF terms of a PPF PPF diagram or the
production possibility diagram, but diagram, but presentation contains
frontier (PPF) diagram explanation is unclear presentation contains serious factual errors
factual errors

Applies a supply and Clearly presents and Presents and explains Presents and explains Does not present the
demand diagram to the fully explains the the impact of the the impact of the impact of the proposed
policy issue impact of the proposed proposed change in proposed change in change in terms of a
change in terms of a terms of a supply and terms of a supply and supply and demand
supply and demand demand diagram, but demand diagram, but diagram or the
diagram explanation is unclear presentation contains presentation contains
factual errors serious factual errors

Applies a production Clearly presents and Presents and explains Presents and explains Does not present the
costs/supply diagram to fully explains the the impact of the the impact of the impact of the proposed
the policy issue impact of the proposed proposed change in proposed change in change in terms of a
change in terms of a terms of a production terms of a production production
production costs/supply diagram, costs/supply diagram, costs/supply diagram
costs/supply diagram but explanation is but presentation or the presentation
unclear contains factual errors contains serious factual
errors

Empirical analysis
Analyzes economic Provides an analysis of Provides an analysis of Provides an analysis of Does not provide an
data in support of their economic data that economic data that economic data that analysis of economic
position support the position; support the position; support the position; data that supports the
quantitative and quantitative or discussion is unclear position or the analysis
qualitative information qualitative information or contains factual contains serious factual
are presented is presented accurately errors errors
accurately

Integration of analysis

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 Dr. Andrea L. Williams
Faculty of Arts & Science

Integrates analyses and Provides a clear link Provides some link Provides some link Does not provide a link
stated criteria for between the theoretical between the theoretical between the theoretical between the theoretical
assessment and empirical analyses and empirical analyses and empirical and empirical analyses
and the assessment and the assessment analyses, but does not and the assessment
criteria criteria provide a link between criteria
the assessment criteria
and the analyses

Metarubric: How to evaluate the overall quality of your rubric. (Stevens & Levi, 94)

Rubric Part Evaluation Criteria Yes No

Dimensions Does each dimension cover important parts of the final student
performance?
Does the dimension capture some key themes in your teaching?
Are the dimensions clear?
Are the dimensions distinctly different from each other?
Do the dimensions represent skills that the student knows something about
already? (e.g., analysis)
Descriptions Do the descriptions match the dimensions?
Are the descriptions clear and different from each other?
If you used points, is there a clear basis for assigning points for each
dimension?
If using a three- to five-level rubric, are the descriptions appropriately and
equally waited across the three-to-five levels?
Scale Do the descriptors under each level truly represent that level of
performance?
Are the scale labels (e.g., exemplary, competent, beginning) encouraging
and still quite informative without being negative and discouraging?
Doe the rubric have a reasonable number of levels for the complexity of the
assignment and level of the course?
Overall Does the rubric clearly connect to the outcomes that it is designed to
Rubric measure?
Can the rubric be understood by external audiences (avoids jargon and
technical language)?
Does it reflect teachable skills?
Does the rubric reward or penalize students based on skills unrelated to the
outcome being measured that you have not taught?
Does the rubric include the assignment description or title?
Does the rubric address the students performance as a developmental task?
Does the rubric inform the student about the evaluation procedures when
their work is scored?
Does the rubric emphasize the appraisal of individual or group performance
and indicate ways to improve?
Fairness Does it look like the rubric will be fair to all students and free of bias?
Does it look like it will be useful to students as performance feedback?
Is the rubric practical for the kind of assignment?
Does the rubric make sense to the reader?

** Economics rubric adapted from one by Walvoord, B. (2004). Assessment clear and simple: A practical guide for institutions,
departments, and general education. San Francisco: Jossey-Bass Publishers.)