This powerpoint was put together by Kaatje Kraft with assistance from Joshua Caulkins. The powerpoint gives an overview of rubrics, why faculty use them and how they are useful to students. Many examples are described.

1. This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geociences (GEO) under grant DUE - 1125331
Rubrics
Professional Development Webinar
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2. Rubric Webinar Leaders
Josh Caulkins
InTeGrate
Assessment Team
Kaatje Kraft
Mesa Community College
Geology Faculty

3. Goals of this webinar
• Describe how rubrics can support student
learning.
• Identify key elements in a rubric that are
useful for a given assignment.
• Start drafting rubrics for assessments in your
own courses

4. From the Curriculum Development rubric:
Learning Objectives & Goals
Instructions and/or rubrics provide guidance for how
students meet learning goals
Assessment and Measurement
Assessments are criterion referenced

5. From survey responses:
• All of you have at least some experience with rubrics, to
mixed levels of success for:
– Writing assignments
– Homework assignments
– Class projects
• Challenges with rubrics:
– The translation between instructor goals and actual outcomes
aren’t always matched
– Students don’t read them
• Benefits of rubrics:
– Streamlines the grading process
– Makes expectations clear for students
– Reflects the values of an assignment (where should the
emphasis be)

6. What is a rubric?
• Concise criteria for an assignment/project (in
writing)
• Makes explicit the instructors expectations for
the students
• Helps instructor develop clear learning
objectives

7. The key?
• Rubrics MUST be specific for the assignment
– Have clear and measurable learning objectives for
your assignment
– Use language that students understand
– Provide models for students to apply the
rubric/have practice with the rubric
– Avoid non-measurable terms (e.g., imaginative,
creative)
– Can be numeric specific or general ranges

8. Mystery Box Activity

9. Did student self-evaluate their essay (complete the rubric [+1] and justify with an
explanation on back/at end of paper [+2])? Yes No
Integrates explanation with
consideration (and
possible refutation) of
alternative explanations
Integrates explanation with
some consideration of
alternative explanations
Alternate explanations
addressed, but not clearly
integrated
Mentions alternate
explanations
No alternate explanations
Points on the x-axis
Content
components on
the y-axis

10. Example Assignment
Black Canyon City (BCC) Application Exercise
• Context: Your friend comes to you excited about a new investment
possibility. The growth potential in the BCC area (Arizona) is growing rapidly,
and there is a proposal to put up high scale developments on the bluffs
overlooking the town. They ask if you want in on the investment from the
ground up. Is this a sound investment? Why or why not?
• Content Requirements: Based on your knowledge from the La Ventana
Landslide system, determine what recommendations you'd make by making
an advisement "report," including the following:
• An overview of the geology of the region.
• The possibility of mass wasting movement and what type.
• What factors might contribute to movement and what evidence you have to
support those claims.
• How increased development might affect this system.
• Possible mitigation options (if any are appropriate).
• What you recommend your friend to do with your money and his/her own.

11. Peer Review
• Having students use the rubric to do a peer
review results in:
– A stronger final product
– Students learning more from each other
– Engaging with the rubric prior to the final draft
– Engage in an authentic scientific process

12. Trait Excellent Good Needs Work PR Actions
Claim (What is
happening, is this
a good or bad
idea, etc…)
Clearly &
accurately
identifies the type
of mass wasting
and the local
geology.
Identifies the mass
wasting type, may
or may not include
geology, may have
some errors.
Mass wasting
type is wrong
and/or missing.
No geology
and/or wrong.
Underline the main
claim(s) in the
paper and label it
in the column next
to the appropriate
text.
Presenting the
argument (factors,
triggers, data,
etc..)
Clearly and
accurately
identifies the
factors and the
human impact
Identifies some
factors and/or
human impact
potential, but not
both, or may be
missing a critical
factor.
No factors
identified (or only
miscellaneous
factors). No
mention of human
impact.
Underline the
evidence & label it
in the column next
to the appropriate
text.
Recommendations
(to build or not to
build, mitigation
options, etc…)
Makes quality &
realistic
recommendations
based on the
identified factors
Makes some
recommendations,
may not be
practical or
helpful.
No
recommendations
made.
Underline the
recommendation(s)
& label it in the
column next to the
appropriate text.
Syntax &
Grammar
Smooth
transitions
between & within
paragraphs, no
grammatical
errors
Most transitions
are smooth, but
others are a bit
cumbersome or are
abrupt, a few
grammatical errors
Transitions are
cumbersome or
abrupt, many
grammatical
errors.
Please identify
these errors on the
article
Audience (this is
supposed to be a
letter to a non-
geologist)
Audience is
clearly considered
and appropriately
applied
Audience is
somewhat
considered, but
sometimes
inconsistently
Audience is not
considered at all.
Images Images are
appropriate &
well placed
within the text (or
the reader is
guided to the
image).
Images are used,
but not clear or
easy to follow
relative to the text.
No images used
to supplement
arguments.
Peer Review
of a variety
of the final
rubric
Generalized categories
Actions to engage with
paper

13. A B C D F
Claim Clearly & accurately
identifies the type(s)
of mass wasting and
the geology.
Accurately identifies
the type(s) of mass
wasting and geology.
Accurately states the
type(s) of mass wasting
and some of the geology.
States the mass wasting
type and describes
some geology (may
have some
inaccuracies).
Inaccurate mass
wasting type and
geology and/or not
present.
Presenting the
argument
Clearly & accurately
describes multiple
factors that contribute
to the cause of mass
wasting and identifies
the role of human
impact.
At least two different
factors accurately
identified that
contribute to mass
wasting and includes
the role of human
impact.
At least one important
factor identified (or several
less critical factors) that
contributes to mass
wasting and includes some
aspect of the role of human
impact.
Miscellaneous factors
identified and or some
inaccuracies within the
factor(s) described may
or may not include the
role of human impact.
No factors identified
or completely
inaccurate and no
mention of the role
of human impact.
Recommendations Describes multiple
(realistic) options for
mitigation based on
identified factors and
human activity.
Describes at least two
options for mitigation
based on factors
and/or human activity.
Makes at least one
mitigation
recommendation, but may
not be realistic and/or
based on identified factors.
Makes a
recommendation for
mitigation, but not
based on the factors.
No
recommendations
made.
Syntax & Grammar One section flows
smoothly to the next
in a logical
progression. No
grammatical or
spelling errors.
Well presented with
no/minor grammatical
or spelling errors.
Logical progression of
ideas presented.
A few spelling and/or
grammatical errors.
Mostly logical progression
of ideas.
Many spelling and/or
grammatical errors, or
very difficult to follow.
Difficult to
determine what
writer is saying due
to grammar, spelling
&/or flow.
Audience Audience is clearly
considered and
appropriately applied
Audience is generally
considered.
Audience is somewhat
considered, but sometimes
inconsistently
Audience is
inconsistent or
inappropriate
Audience is not
considered at all.
Images Images are
appropriate & well
placed within the text
(or guides the reader
to the figure).
Images are
appropriate, helpful
and readable
Images are used, but not
clear or easy to follow
relative to the text.
Inappropriate images
are used
No images used to
supplement
arguments.
Peer Review All appropriate edits
are addressed and
appropriately
changed.
Most edits are
addressed and
appropriately changed
Some appropriate changes,
others ignored (that
shouldn’t have been).
Only superficial
comments addressed.
Did not consider
peer review
comments (or didn’t
include comments).
Non-point values
allows for more
flexibility in weighting
categories

14. Simple Rubrics
• Rubrics can be for very quick and basic
assignments
• Example: Reading Reflection (reading assignment
outside of class)
– Easy to grade
– Provides feedback for students on how/where to
improve.

15. Simple Rubrics
• Rubrics can be for very quick and basic
assignments

16. Reading Reflection Rubric

17. Geology Mapping
Rubric

18. Tips and considerations
• Rubrics can always be better with revision
• There will always be exceptions within a rubric
• Allow students options for revision will make
them improve their writing and will then read
your feedback
• Rubrics can also be used for oral
presentations, short answer responses,
concept maps, etc…