Unacceptable: Evidence that the student has mastered this outcome is not provided, unconvincing, or very incomplete.
Evidence that the student has mastered this outcome is provided, but it is weak or incomplete.
Evidence shows that the student has generally attained this outcome.
Evidence demonstrates that the student has mastered this outcome at a high level.
Learning Outcome 1
Learning Outcome 2
Learning Outcome 3
Steps for Creating a Rubric
Identify what you are assessing, e.g., critical thinking.
Identify the characteristics of what you are assessing, e.g., appropriate use of evidence, recognition of logical fallacies.
Describe the best work you could expect using these characteristics. This describes the top category.
Describe the worst acceptable product using these characteristics. This describes the lowest acceptable category.
Describe an unacceptable product. This describes the lowest category.
Develop descriptions of intermediate-level products and assign them to intermediate categories. You might decide to develop a scale with five levels (e.g., unacceptable, marginal, acceptable, competent, outstanding), three levels (e.g., novice, competent, exemplary), or any other set that is meaningful.
Ask colleagues who were not involved in the rubric’s development to apply it to some products or behaviors and revise as needed to eliminate ambiguities.
Rubrics can be applied by one person, but group readings can be very effective because they bring faculty together to analyze and discuss student learning. If data are aggregated as results come in, the group reading can end with a discussion of what the results mean, who needs to know the results, what responses might be reasonable (e.g., curricula, pedagogy, or support changes), and how the assessment process, itself, could be improved.
Managing Group Readings
Two independent readers/document, perhaps with a third reader to resolve discrepancies.
Scoring Rubric Group Orientation and Calibration