Clear communication of the teachers expectations for student achievement, both in a particular assignment and / or in the course overall, helps to direct student effort.

Rubrics have many strengths:

• Developing a rubric helps to precisely define faculty expectations.
• Helps to apply the same criteria and standards.
• Summaries of results can reveal patterns of student strengths and areas of concern.
• Rubrics are criterion-referenced, rather than norm-referenced.
• Ratings can be done by students to assess their own work, or they can be done by others, such as peers, fieldwork supervisions, or faculty.

Different types of rubrics:

• Analytical - Each criterion (dimension) is evaluated separately.
• Holistic -  All criteria (dimensions) are evaluated simultaneously.
• General - Description of work gives characteristics that apply to a whole family of tasks (e.g., writing, problem solving).
• Task Specific - Description of work refers to the specific content of a particular task ( e.g. gives a answer, specifies a conclusion).

Some examples (with links):

• Rubrics, San Diego State University – Fowler College og Business
• Assessment Rubrics, University of Baltimore
• MBA Rubric, Quinlan School of Business, Loyola University Chicago’s