I think these are important steps when designing a rubrics. The only question is who has the time?
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Identify the type and purpose of the rubric. Consider the assignment/project and what you want to assess/evaluate and why.
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Identify distinct criteria to be evaluated. Develop/reference the existing description of the course/assignment/activity and pull your criteria from your objectives/outcomes. Make sure that the distinction between the assessment criteria is clear.
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Determine your levels of assessment. Identify your range and scoring scales.
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Describe each level for each of the criteria, clearly differentiating between them. For each criterion, differentiate clearly between the levels of expectation. Whether holistically or specifically, there should be no question as to where a product/performance would fall along the continuum of levels. You may find it helpful to start at the bottom (unacceptable) and top (mastery) levels and work your way “toward the middle.”
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Involve others in the development and effective use of the rubric. Whether it is the first time you are using a particular rubric or the 100th time, learner and/or colleague engagement in the initial design or on-going development of the assessment rubric is helpful. For student involvement, it helps to increase their knowledge of expectations and make them explicitly aware of what and how they are learning and their responsibility in the learning process.
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Pre-test and retest your rubric: A valid and reliable rubric is generally developed over time. Each use with a new group of learners or a colleague provides an opportunity to tweak and enhance it.
I agree that reliability is an important factor and one to consider in rubric development. It is good to keep these criteria in mind: reliability, validity and fairness.
I understand the absolute need for rubrics, I usually assign points based on criteria. Unless there is some kind of absolute grading scale who judges between good and needs improvement. Everyone has room for improvement. To me those are too ambiguous especially if you are dealing with students that may be special needs.
I found the information on parts of a rubreic, building a rubric and tools for building a rubric to be helpful. I did not know about the rubric generators available on the internet. I plan on checking those out the next time I need to create a rubric.
Having clear specifications on the rubric and reduce the number of confused students because you can tell them exactly what happened and why their grade is what it is.
A good Rubric will make grading easier and provide students with helpful feedback
Utilize the resources available in the development of rubric. They must be reliable and valid. Use as a learning tool for the students.
Rubric criteria must be built with consideration for learning outcomes.
There are many web resources to help create rubrics including some that may already be on your LMS system.
I have learned that there are different ways to build rubrics, and each course/assignment will have different needs to effectively measure students' abilities. I also learned that it's not only important what you say when constructing rubrics, but it's important how you craft your language and categories.
The rubric should be continuously evaluated and adjusted as needed.
Rubics should be student centered and unbiased. Students should be able to understand the rubric.
There are a plethora of resources readily available for whenever I am developing rubrics and lessons.
There are resources and online resources to help you build your rubrics.
I learned that a ruric should be fair to all students and that Google is one of the many places to start with creating a rubirc.
Good to know that there are other resources to use and to have as a sample. I feel I will need lots of help to get the perfect rubric!
I hope the rubic will help me access the hands on portion of my labs. It will help me access if they are retaining the material and be able to apply it in the clinical setting.
I have learned that we have access to online pre-made rubrics.
A good rubric needs to measure the intended outcomes with the end result being fair, reliable and valid with 'fitting' the assignment criteria. The educator needs to evaluate their own rubrics as to the purpose of it and specific type to use that best correlates to the assignment.
I learned that Rubrics have many purposes and can be a positive for the student and help the student improve with their learning process. , the most important is that it should be learner centered.
