Developing rubrics for assessing students' learning
2018/2019, Semester 2
Non-Faculty-Based Departments (Centre For Devt. Of Teaching & Learning)
Modular Credits: CDT2102 ( -- ) / CDTL ( -- )
Read the article, “
What’s wrong—and What’s Right—with Rubrics” by James Popham
and think about the following:
What are the essential features of a rubric?
What are the purposes of rubrics?
What challenges have you faced when writing a rubric?
Bring a rubric that you would like to evaluate and revise during the session.
Readings and Activities
James Popham (1997) What’s wrong—and What’s Right—with Rubrics, Educational Research, Oct 1997
Metarubrics: Evaluating the existing rubrics
Constructing a rubric
Monitoring student progress using rubrics
Reflecting on student learning using rubrics
To access a compiled list of sample rubrics,
By the end of this session, participants should be able to:
describe the purpose of rubric in assessing student learning
understand how to use rubric to improve the results of assessment tasks
discuss various types of rubrics
identify components of and steps to developing a rubric
construct a rubric
A rubric is a scoring tool that lists the criteria for student work and articulates levels of quality for each criterion. It can help in communicating your expectations to students while also helping you in assessing student work fairly and efficiently. They can also provide students with informative feedback on their strengths and weaknesses, and prompt students to reflect on their own work.
In this workshop, we discuss key features of a quality rubric, present some examples of rubric for assessing student work. You will then have an opportunity to use the steps discussed to construct a rubric for one of your assessment tasks.