Now through October 31, we're waiving application fees for all domestic freshman and transfer applicants!
*Common app code: Central27
Now through October 31, we're waiving application fees for all domestic freshman and transfer applicants!
*Common app code: Central27
Rubrics support instruction by creating cohesion and ensuring consistency and efficiency in the evaluation process (Reitmer, Svendson & Vrchota, 2004). With consistent use and exposure to rubrics, learners can use them as guides for planning and focusing their effort, supporting reflection on feedback, and helping them produce higher-quality work (Atkinson & Lim 2013; Reddy & Andrade, 2010). There are two major types of rubrics:
Holistic rubrics assess the learner's overall competency in measuring the quality and understanding of content. Holistic rubrics provide a short, summative overview of a learner's performance using predefined achievement levels usually on a 4- or 5-point scale (e.g., 4=sufficient, 5=above average).
Analytic rubrics assess the learner's mastery of a specified task (e.g., final paper) using listed criteria (e.g., 1=Needs improvement, 2=Developing) to showcase strengths and weaknesses. The way an analytic rubric separates a project into its major parts and provides rating criteria allows learners to ascertain which areas need improvement (Brown, Irving & Keegan, 2014).
While rubrics are used to measure learner work and performance, there is an undeniable amount of work necessary to create rubrics that mirror the objectives and expectations of the assignment. Fortunately, the resources listed below provide guidance for developing reliable rubrics.
Cornell University Center for Teaching Innovation: Using Rubrics
Atkinson, D., & Lim, S. L. (2013). Improving assessment processes in higher education: Student and teacher perceptions of the effectiveness of a rubric embedded in a LMS. Australasian Journal of Educational Technology, 29(5), 651-666.
Brown, G., Irving, E., & Keegan, P. (2014). An introduction to educational assessment, measurement and evaluation. Auckland, NZ: Pearson Education.
Reitmeier, C.A., Svendsen, L.K. & Vrchota, D.A. (2004). Improving oral communication skills of students in food science courses. Journal of Food Science Education, 3(2), 15–20.