Another Rubric for Rubrics Criteria Excellent Proficient Substandard Criteria well defined, developed, Criteria exist but not well developed or Criteria not well defined or developed or and appropriate; allows for are tangential; scoring difficult; point inappropriate; does not consider scoring; scoring; point values well defined values not specific point values missing Objectively Quantifiable Student sees value of rubric for Student sees value of rubric for grading Students passive in creation and see no achieving learning outcomes; only; students use rubric for value; time intensive, not easily used or students use rubric to guide rubric available to students relevant; students cannot use rubric for outcomes and for self-assessment; after completion of assignment; rubric never presented to available ahead of time; easy to difficult to use students; rubric impossible to use use Purposeful Students are participants in Students have limited input in creation Students have no input in creation of rubric; creation of rubric; outcomes of rubric; outcomes satisfy only teacher outcomes are unsatisfactory to students and satisfy both teacher and student expectations; teacher hones rubric teachers; rubric not optimized expectations; rubric honed without student discussion through teacher/student discussion Collaborative Categories clearly and concisely Categories are partially articulated; Categories excessive jargon; confusing articulated; no jargon; limited jargon; open for interpretation understandable Clarity This rubric was created using the Rubricscube Method by member of the 2011 WAC Academy held at East Carolina University. The Rubricscube method is discussed in the WAC Academy Newsletter.
Another Rubric for Rubrics Criteria Excellent Proficient Substandard Objectively Quantifiable Criteria well defined, developed, and appropriate; allows for scoring; point values well defined Criteria exist but not well developed or are tangential; scoring difficult; point values not specific Criteria not well defined or developed or inappropriate; does not consider scoring; point values missing Purposeful Student sees value of rubric for achieving learning outcomes; students use rubric to guide outcomes and for self-assessment; available ahead of time; easy to use Student sees value of rubric for grading only; students use rubric for rubric available to students after completion of assignment; difficult to use Students passive in creation and see no value; time intensive, not easily used or relevant; students cannot use rubric for rubric never presented to students; rubric impossible to use Collaborative Students are participants in creation of rubric; outcomes satisfy both teacher and student expectations; rubric honed through teacher/student discussion Students have limited input in creation of rubric; outcomes satisfy only teacher expectations; teacher hones rubric without student discussion Students have no input in creation of rubric; outcomes are unsatisfactory to students and teachers; rubric not optimized Clarity Categories clearly and concisely articulated; no jargon; understandable Categories are partially articulated; limited jargon; open for interpretation Categories excessive jargon; confusing This rubric was created using the Rubricscube Method by member of the 2011 WAC Academy held at East Carolina University. The Rubricscube method is discussed in the WAC Academy Newsletter.