How to Create a Rubric
Creating a rubric is easy once you have taken to time to evaluate the dimesions/tasks
which make up the students performance, and the criterion you will use to
evaluate it. That being said, let’s begin with the steps to create
a rubric.*
The steps to create a rubric are listed in sequential order, however they
can be performed in any order as long as the rubric contains the following:
-Performance Objective
-List of dimensions to be evaluated
-Levels of gradation of quality
-Criterion and points for each level of quality
We have divided the task of creating a grading rubric into
6 steps:
1. Record the performance objective
2. Identify the dimensions/tasks comprising the performance
3. Identify the potential gradations of quality
4. Assign a point value to each gradation, and a total point value for the assessment
5. Identify the criteria for each level of quality within a dimension/task
6. Create the rubric table
Step 1: Record/write the performance objective.
Performance Objectives (also known as learning objectives) are statements
which identify the specific knowledge, skill, or attitude the learner should
gain and display as a result of the instructional activity.
Performance objectives should consist
of 3 elements:
--
Student Performance
--
Conditions
--
Criteria
The Student performance is the observable behavior
that a student will do to demonstrate that the lesson is learned. The
conditions are the tools, resources and enviroment where the performance
will take place. The criteria is the accuracy level assigned to the performance.
As mentioned above, the rubric is the written document
communicating the criteria to the student.
Below is an example of a performance statement without the criteria. (The criteria will be written in the form of a rubric.)
You do not have to list the conditions for the student when
writing the performance statement. However, if you identify them when you
are creating your course it will help you preplan the resources you may need
to generate for this performance.
Step 2: Identify the dimensions/tasks comprising
the performance.
Dimensions are the broad concepts or specific tasks the student
should demonstrate when performing the activity. Dimensions can be specific
tasks or they can address a variety of intellectual
or cognitive competencies that target a specific academic discipline or involve
multiple disciplines. The dimensions you use may also be defined by National
Standards, degreed programs, or job-related competencies.
Examples of dimensions
for a group exercise analyzing a case study may include:
• Contribute to the group discussion
• Take responsibility for required work
• Value others viewpoints
• Analyze the study cooperatively
• Present the outcome in a given format
Here are a few more examples:
Example
of dimensions which are specific tasks for a written
project
Example
of dimensions which are broad concepts for an
online discussion
Example
of dimensions which are broad concepts and tasks
for a presentation
How many dimensions are enough? There is not clear answer.
Try to fit the rubric on 1-2 pages. You will notice our examples have between
4-8 dimensions/tasks.
Step 3: Identify the potential gradations of
quality.
Gradations are the descriptive levels of quality starting with
the worst quality up to the best quality.
--Example of a 3 level gradation: poor, average, excellent
--Example of a 4 level gradation: beginning, developing, accomplished, exemplary
--Example of a 5 level gradation: poor, fair, average, very good, excellent
The gradations of quality may or may not be listed on the
actual rubric. You can have different gradations for the dimensions listed,
but this may be confusing to the student.
Step 4: Assign a point value to each gradation,
and a total point value for the assessment.
Assign a point value to each gradation of quality, and identify
the total point value for the assessment.
If you already know the total number of points for this assessment...
Divide the total number of points by the number of dimensions to get the
maximum point value for achieving the highest gradation for a dimension.
For example, if the assessment is worth 15 points, and there are 5 dimensions,
the highest gradation will be worth 3 points. Each gradation below this
highest level should be valued at less than the 3 points.
If you do not have a total number of points for this assessment...
Identify the maximum number of points for achieving the highest level of
quality. Assign a number to each of the lower levels of quality. Typically,
the gradations are in increments of 1 point. Multiply the maximum point
value by the total number of dimensions. This is the total point value
for the assessment. For example, if you have 3 levels (poor, average, excellent)
the highest level is worth 3 points, the middle level is worth 2 points
and the lowest level is worth 1 point. If there are 7 dimensions, the total
point value for this assessment is 21 points.
See an example
of a rubric with points assigned to the 3 levels of quality
Although most rubrics have at least 1 point for the lowest value, you can
have a zero for the lowest gradation.
Step 5: Identify the criteria for each level
of quality within a dimension/task.
Start with the best quality of each dimension. Simply list the specific
expectations you have for the student. Then, for each level below the best
quality, identify the flaws or missing elements which will cause the student
to lose points off the best quality performance.
View a rubric with criteria
for a written research proposal project
View a rubric with criteria
for an online discussion
View a rubric with criteria
for an oral presentation
Avoid negative language when listing the criteria. Instead try to identify
the specific criteriawhich is missing, or flaw so they know why they were
assessed with a lower quality performance.
Step 6: Create the rubric table.
Your rubric will be a table. Each dimension should be in a separate row,
and each gradation of quality should be in a separate column. Provide a place
at the top of the rubric for your performance statement, an extra row for
the header, and a column on the left to list the dimensions. If you plan
to use this rubric as a method of feedback to the students. Create an additional
column on the right side of the page where you can place the point values
earned for each dimension. We have created a few templates as a starting
point.
Download a template with
3 gradations of quality
Download a template with
4 gradations of quality
Download a template with 5
gradations of quality
Note: You can modify these templates to meet your needs.
You do not have to list the descriptive words for each quality degradation,
only the points they will earn if they meet this level of quality.
