You need rubrics if:* You find yourself repeating the same comments on most student papers* You worry that you’re grading the latest papers differently from the first* You’re concerned about communicating the complexity of a semester-long assignment* You question the consistency of your and your colleagues’ grading scales * Grading is taking up far too much of your valuable timeResearch shows that rubrics save professors’ time while conveying meaningful and timely feedback for students, and promoting self-regulated and independent learning. The reason rubrics are little used in higher education is that few faculty members have been exposed to their use.At its most basic a rubric is a scoring tool that divides an assignment into its component parts and objectives, and provides a detailed description of what constitutes acceptable and unacceptable levels of performance for each part.Rubrics can be used to grade any assignment or task: research papers, book reviews, participation in discussions, laboratory work, portfolios, oral presentations, group work, and more.This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching.The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation. They demonstrate how interactive rubrics -- a process involving assessors and the assessed in defining the criteria for an assignment or objective -- can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.
is a tenured professor in the Department of Curriculum and Instruction at Portland State University in Oregon where she has been since 1994. Her roots, however, are in the public school classroom where she taught middle school and high school social studies, language arts, and special education for 14 years across four school districts and three states. She received her master's from the University of Utah in 1983, and a doctorate in educational psychology from Michigan State in 1991. Before coming to PSU she taught at Whitman College in Walla Walla, Washington. Whether the topic is rubrics, journal writing, action research or academic writing, her work centers on how adults reflect on what they do and, then, act on those reflections. One of Dr. Stevens' underlying assumptions is that cognitive, social and emotional development does not end with the teenage years but continues through the lifetime. Besides over 75 conference presentations, she has written three books, all designed to impact development of her fellow faculty and their students. Her first book, co-edited with Joanne Cooper, Tenure in the Sacred Grove: Issues and Strategies for Women and Minorities, (SUNY Press, 2002), was written to help faculty women and minorities negotiate the path to tenure. Introduction to Rubrics, now in its second edition, and co-authored with Antonia J. Levi, and Journal Keeping, co-authored with Joanne Cooper, are both published by Stylus Publishing.In addition to teaching classes, she has taken on leadership positions in the department and campus-wide. In the Curriculum and Instruction Department, Dr. Stevens leads teacher licensure cohorts and coordinates the MA/MS program for experienced teachers. For the university at large, she works within the Center for Academic Excellence as faculty-in-residence for assessment. She is chair of the Institutional Assessment Council.
is a professor of Japanese history and popular culture who taught for many years in Portland (Oregon) State University's University Studies Program, an innovative common core experience for Freshmen that created and utilizes many of the methodologies found in Introduction to Rubrics. Now retired, she serves part-time as a mentor and curriculum developer in Simon Fraser University's South Bank Writer's Program in British Columbia (Canada) where she is working on expanding the use of rubrics for creative writers. She has over thirty years of active classroom experience, and has worked on numerous projects from creating portfolios for seamless transitions to increasing opportunities for overseas studies programs. Her experience with rubrics in the classroom has contributed to these programs as well.
"This wonderfully compact introduction to rubrics will serve higher education teachers well regardless of discipline or level of instruction. Stevens and Levi take the reader through the process of constructing rubrics, varied forms of rubrics, and a multitude of ways to use rubrics. I especially applaud the student-centered approaches to rubric development. When departments or groups of faculty use rubrics as described in this book, they will indeed achieve the ‘academic currency’ sought today in higher education." -- Amy Driscoll, director of Teaching, Learning and Assessment at California State University, Monterey Bay "A total gap has long existed in higher education for a user's reference that aids in the important task of design and use of rubrics. Stevens and Levi are the first to step forward to fill this gap, which in itself would make the book a success. Its strengths are in the detail and extensive examples. As the title states, this is a book that emphasizes the tool and methods of use. It serves as a valuable resource for the new user in a content discipline and belongs in every faculty developer's library." -- Edward Nuhfer, Director, Center for Teaching and Learning, Idaho State University "I was thrilled to come across this book, as there are so few texts out there that address the use of rubrics in the college classroom. Stevens and Levi have done a laudable job of conveying the rationale for using such a grading tool in higher education, and have provided, generously, many outstanding examples. What I find most compelling is that it is so much more than an introduction: Stevens and Levi provide an effective blueprint for the creation of one's own customized rubrics. This a much-needed new resource." -- Adrielle A. Mitchell, Department of English, Nazareth College
I. An introduction to rubrics: Chapter 1 What is a rubric?; Do you need a rubric?; What are the parts of a rubric?; Part-by-part development of a rubric; Part 1: Task description; Part 2: Grading scale; Part 3: Dimensions; Part 4: Descriptions of the Dimensions; Creating your first rubric: Is it worth the time and effort?; Chapter 2 Why use rubrics?: Rubrics provide timely feedback; Rubrics provide detailed feedback; Rubrics encourage critical thinking; Rubrics facilitate communication with others; Rubrics help us refine our teaching; Rubrics level the playing field; Chapter 3 How to Construct a Rubric: Four key stages in constructing a rubric: Stage One: Reflecting; Stage Two: Listing; Stage Three: Grouping and Labeling; Stage Four: Application; Construction of a scoring guide rubric; Construction of a 3 to 5 level rubrics; II. Rubric construction and use in different contexts: Chapter 4 Rubric Construction and the Classroom: Involving students in rubric construction; Five models of collaborative rubric construction: I. The Presentation Model; II. The Feedback Model; III. The Pass-the-Hat Model; V. The Post-it Model; V. The 4x4 Model; Chapter 5 Rubric Construction with Teaching Assistants, Tutors or Colleagues: Involving teaching assistants in rubric construction; Involving other tutorial staff in rubric construction; Involving colleagues in rubric construction; Chapter 6 Grading with Rubrics: Performance Anchors: Being consistent and focused; Detailed, formative feedback: Gaining speed; Individualized, flexible feedback: A trade-off; Summative feedback: Assigning grades; Grading our own teaching; Evaluating our own rubrics: Metarubrics; Chapter 7 Variations on a theme: Discipline-specific rubrics; Science: laboratory rubric; Business Management: Classroom participation rubric; Graphics Design: Sophomore portfolio review rubric; Rubrics for assignments done in stages: “Staged”rubrics; Several rubrics for one assignment: “Multiple” rubrics; References; Appendices: A. Blank rubric format: 3 level rubric; B. Blank rubric format: 4 level rubric; C. Blank rubric format: 4 level rubric, landscape format; D. Blank rubric format: Scoring guide rubric; E. Interview analysis paper scoring guide rubric ; F. Leading a class discussion scoring guide rubric; G. Portland State University Studies Program Rubric: Ethical Issues; H. Portland State University Studies Program Rubric: Holistic Critical Thinking; I. Portland State University Studies Program Rubric: Quantitative Literacy; J. Portland State University Studies Program Rubric: Writing; K. Portland State University Studies Program Rubric: Diversity; L. Website Information: Introduction to Rubrics