See The Ontario Qualifications Framework. The achievement level or standard must be at the level expected in the credential you are teaching into. It is too specific to state that the assignment contains fewer than 5 grammatical errors. It is crucial that each descriptor be achievable and measurable without being too specific. For example, it is measurable to state that the language of the assignment contains some grammatical errors that do not impede clarity. The achievement levels for each criterion tie achievement descriptors to the number of marks earned. If comprehensibility is not affected, on the other hand, a student should not have to fail an assignment because of a heavily weighted language mark. If you include a criterion for language, ensure that it counts for less than 20% of the total mark. On one hand, language difficulties which affect your ability to understand the content of the assignment will adversely affect the criteria for content so will affect the overall mark already. You can’t add up the total and start subtracting for additional items such as typos. Anything that you are expecting students to achieve which is not supported by the course learning outcomes or the essential employability skills should be reconsidered.It is not permissible to deduct marks for an expectation which has not been captured somewhere in the rubric. Anything for which students can gain or lose marks should appear in one of the criteria of the rubric.For example, if you are marking for critical reflection, the assignment instructions should ask for critical reflection. Each criterion should align with the instructions for the assignment.A rubric for an assignment worth 25% or more should probably be reviewed by at least two people. An assignment worth 20% or more of a course grade should have at least 5 criteria.Grammar, spelling, punctuation, and vocabulary choice are appropriate. OR Grammar, spelling, punctuation, and vocabulary choice This is limited to less than 20% of the criteria and mark. The necessary steps were included in solving the problem. OR Inclusion of necessary steps.Ĭritical reflection is evident. OR Evidence of critical reflection What are you looking for in a student’s submission? Criteria may be content related, process related, skill related, or language and format related. For example:Įxplanation of research findings is accurate and thorough. OR Accuracy and thoroughness Identify your own expectations for the assessment.Identify the course learning outcomes and the essential employability skills relevant to the assessment.In the cells of the left column of the rubric, you will find a series of criteria by which the assignment will be assessed. The following is a suggested process for adding criteria to your rubric. *The descriptor in each cell explains the relationship between the criterion in the row and the level achieved in the column. The Format of an Analytic Rubric Elements Creating achievement level descriptors (the columns of the rubric) ensures reliability faculty across sections of the course will be following the same indicators of what is expected for a particular grade. A good rubric also provides more structured feedback to students about their performance (Stanley, 2021). What does a rubric include?Īccording to Chowdhury (2018), a good rubric helps ensure both validity and reliability of the assessment tool, both of which are requirements stated in Conestoga’s Evaluation of Student Learning Policy (2021). Establishing criteria (the rows of the rubric) ensures that the assessment is fair and valid, measuring appropriate learning outcomes. Rubrics can be an appropriate choice for providing feedback for performance-based tasks such as reports, presentations, portfolios, projects, reflective assignments, and other multi-layered assessments. A rubric provides both the instructor and the students with a framework to align an assignment with the course learning outcomes as well as the essential employability skills for the course. Not all assignments have straight-forward, yes or no answers. A rubric provides both the instructor and the students with a framework to understand the expectations of a task-based assignment in alignment with the course learning outcomes as well as the essential employability skills for the course. Furthermore, evidence is growing that rubrics can be effective in improving student performance in a wide variety of subject areas (see for example Auxtero and Callaman’s 2021 study of the use of rubrics to improve student performance in a calculus course). Developmental Observations of Teaching FAQĬreating or refreshing a course? Looking for the best way to assess learning outcomes? Or are you trying to cut down on your grading time? Rubrics may be just the solution for your marking dilemmas.
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