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Establishing
Rubrics to Guide your Grading: List of Steps
To learn more
about each step, click on the title of each step or use the links below
to navigate the guide (previous and next). If you need assistance at
any stage of your course design and development, the Center for Instructional
Design and Development (CIDD) staff are available to assist you. Please
call 202-994-0485 for more information.
What are
rubrics?
Simply stated,
rubrics are scoring guidelines that allow instructors to assess student
work.
For
more definitions click here.
Before developing
your grading rubric, establish the standards (what students should know
and be able to do) as well as the graded task that you expect your students
to complete. Consider the following steps in the development of rubrics
to guide your grading:
- Identify
grading criteria
- Identify
the descriptors
- Create
the grid
- Example:
Grading Writing Assignments
Following
are some web resources that may be of help to you before and during
the assessment rubric development process:
- Creating
Grading Rubrics for Writing Assignments - this website (by the
Center for Interdisciplinary Studies of Writing, University of Minnesota)
provides information on establishing grading rubrics and includes
samples of such rubrics.
- Guidelines
for Rubric Development - this website (by the San Diego State
University) provides information on rubric development.
- Authentic
Assessment Toolbox - this website was created by Jon Mueller.
Professor of Psychology, North Central College, Naperville, IL and
provides information about rubrics (descriptors, levels of performance,
analytic vs. holistic rubrics explanation and examples).
- Assessment
and Rubric Information - this website provides information on
Web Page Rubrics, General Rubrics, Articles, Portfolios etc. (Kathy
Schrock's Guide for Educators)
Bibliography/References
- Angelo,
Thomas A. and K. Patricia Cross; Classroom Assessment Technologies,
Second Edition. Jossey-Bass Publishers, San Francisco; 1993. (This
book is available for check out by GW faculty from the ITL - Gelman
B05A) Huba,
Mary E. and Jann E. Freed; Learner-Centered Assessment on College
Campuses: Shifting the Focus from Teaching to Learning. Pearson Allyn
& Bacon; 2000. (This book is available for check out by GW faculty
from the ITL - Gelman B05A)
- Mertler,
Craig A. (2001). Designing
scoring rubrics for your classroom. Practical Assessment, Research
& Evaluation, 7(25).
- Tombari,
Martin and Gary Borich; Authentic Assessment in the Classroom. Merrill
an imprint of Prentice Hall, New Jersey; 1999 (This book is available
for check out by GW faculty from the ITL - Gelman B05A)
- Walvoord,
Barbara E. and Virginia Johnson Anderson; Effective Grading. Jossey-Bass
Publishers, San Francisco; 1998. (This book is available for check
out by GW faculty from the ITL - Gelman B05A)
list
of steps | next step
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