Rubric for Assessing the Effectiveness of a Rubric The following rubric is adapted from Howland, J., Moore, J., Marra, R.M., & Jonassen, D.H. (2002). (2nd ed.) Upper Saddle Learning to solve problems with technology: A constructivist perspective. River, NJ: Prentice Hall. Criteria Descriptive Lowest Measure Medium Measure Highest Question Measure Comprehensiveness Are all of the Important elements are All important of Elements important elements of missing (attach list of elements are the performance missing elements) identified. identified? Uni-dimensionality Are the elements More than one One element should All elements are of Elements irreducible, or do they element should be be broken down. uni-dimensional. represent factors that broken down (attach are better addressed list). separately? Distinctiveness of Do the ratings Ratings for one or Ratings for each Ratings represent clearly more elements seem to element are different categories, or overlap (attach list of distinct from one is there overlap or elements). another. ambiguity? Comprehensiveness Do the ratings cover Ratings are missing All important of Ratings the full range of (attach list). ratings are expected identified. performances? Descriptiveness of Do the ratings provide Several ratings have Few ratings have All ratings Ratings meaningful input for generic or minimally generic or minimally communicate reflection? useful labels (attach useful labels (attach clearly. list). list). Clarity To what extent do key Few students will Most students will All students will stakeholders understand all of the understand most of understand. understand the rubric? terms used in elements the terms used in and ratings (attach list elements and ratings of suggestions). (attach list of suggestions). Quality of Misses many Adequate information Lots of specifics Information opportunities for is provided to serve as are provided to Provided to the information to the basis for growth. facilitate Student communicate clearly development. about the quality of the performance. To what extent does seem The scale for Quality of Scales “Generic” scales Used the rubric resist the to compromise the each element temptation to provide value of the rubric reflects a sincere generic scales? (attach list of effort to identify offending elements). distinctive ratings. Completeness of To what extent does Information of value No attempt to Scales Used the rubric resist the may be overlooked create an overall temptation to because a summary score or grade is summarize? collapsing categories evident. is used (attach list of suggested additions).
Rubric for Assessing the Effectiveness of a Rubric The following rubric is adapted from Howland, J., Moore, J., Marra, R.M., & Jonassen, D.H. (2002). Learning to solve problems with technology: A constructivist perspective. (2nd ed.) Upper Saddle River, NJ: Prentice Hall. Criteria Descriptive Question Lowest Measure Medium Measure Highest Measure Comprehensiveness of Elements Are all of the important elements of the performance identified? Important elements are missing (attach list of missing elements) All important elements are identified. Uni-dimensionality of Elements Are the elements irreducible, or do they represent factors that are better addressed separately? More than one element should be broken down (attach list). One element should be broken down. All elements are uni-dimensional. Distinctiveness of Ratings Do the ratings represent clearly different categories, or is there overlap or ambiguity? Ratings for one or more elements seem to overlap (attach list of elements). Ratings for each element are distinct from one another. Comprehensiveness of Ratings Do the ratings cover the full range of expected performances? Ratings are missing (attach list). All important ratings are identified. Descriptiveness of Ratings Do the ratings provide meaningful input for reflection? Several ratings have generic or minimally useful labels (attach list). Few ratings have generic or minimally useful labels (attach list). All ratings communicate clearly. Clarity To what extent do key stakeholders understand the rubric? Few students will understand all of the terms used in elements and ratings (attach list of suggestions). Most students will understand most of the terms used in elements and ratings (attach list of suggestions). All students will understand. Quality of Information Provided to the Student Misses many opportunities for information to communicate clearly about the quality of the performance. Adequate information is provided to serve as the basis for growth. Lots of specifics are provided to facilitate development. Quality of Scales Used To what extent does the rubric resist the temptation to provide generic scales? “Generic” scales seem to compromise the value of the rubric (attach list of offending elements). The scale for each element reflects a sincere effort to identify distinctive ratings. Completeness of Scales Used To what extent does the rubric resist the temptation to summarize? Information of value may be overlooked because a summary collapsing categories is used (attach list of suggested additions). No attempt to create an overall score or grade is evident.
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