Making learning goals and evaluation criteria explicit for the students.
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).
- Rubrics, Sn Diego State University – Fowler College og Business
- Assessment Rubrics, University of Baltimore
- MBA Rubric, Quinlan School of Business, Loyola University Chicago’s
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