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).

Some examples:

Contact at NHH:

Linda Nøstbakken