Teaching Online at Towson
Rubrics
Components of Scoring Guidelines
How can we evaluate student performance and products in an objective and consistent way? Defining a clear set of scoring guidelines or "rubrics" is a good technique to use. The purpose of this document is to give you guidelines and examples that will help you design and evaluate scoring guidelines for assessing student performance.
An effective scoring guideline is closely aligned with a stated learning objective.
A scoring guideline:
- Is objective and consistent
- Is focused on measuring a stated objective
- Uses a range to rate performance
- Contains specific performance criteria arranged in levels indicating the degree to which a standard has been met
Ideally, there should also be examples of student work that fall at each level of the rating scale.
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Points are clearly made and supported
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Sufficient information related to thesis
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There is a great deal of information that is not clearly connected to the thesis
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Thesis not clear; information included that does not support thesis in any way
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Coherence and Organization
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Thesis is clearly stated and developed; very well organized
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Generally very well organized
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Concept and ideas are loosely connected
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Presentation is choppy and disjointed
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Very original presentation of material
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Some originality apparent
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Repetitive with little variety
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Balanced use of multimedia materials; use of media is varied and appropriate
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Use of multimedia not as varied and not as well connected to thesis
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Choppy use of multimedia materials
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Little or no multimedia used or ineffective use of multimedia;
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Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence
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Clear articulation but not as polished
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Some mumbling; little eye contact; uneven rate; little or no expression
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Inaudible or too loud; no eye contact; rate too slow/fast
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Involved the audience in the presentation; held the audience's attention
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Held the audience's attention most of the time
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Some related facts but went off topic and lost the audience
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Audience lost interest and could not determine the point of the presentation
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Within 2 minutes of allotted time +/-
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Within 4 minutes of allotted time +/-
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Within 6 minutes of allotted time +/-
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10 or more minutes above or below the allotted time
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Steps to Creating Scoring Guidelines
Scoring guidelines are generally well accepted by students because they provide a clear set of criteria. Students immediately know what is expected of them and what is needed to receive a high scoring grade. To encourage further retention of the criteria presented in a scoring guideline, have your students assist in the development of the assessment!
Clearly defined and stated objectives, assessments and scoring guidelines can help ensure students meet and exceed your learning goals! Use the steps below as a guideline for creating your own scoring guideline.
- Decide the dimensions of the performance or product to be assessed
- Review examples of student work to see if you have omitted any criteria
- Write a definition for each dimension
- Develop a scale for describing the range of performance for each dimension
- Or use a checklist to record required attributes of the performance/ product
- Evaluate the scoring guidelines for validity and consistency
- Pilot test
- Revise and retest
- Implement the scoring guidelines with students
Related Links
It may be possible to find an existing scoring guideline that can
be modified to assess your student performance-based product.
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