Presented by Aimee F. Strang, Pharm.D., MS-HPEd, Assistant Dean of Curricular Assessment, Albany College of Pharmacy and Health Sciences Rubrics are powerful assessment tools. Well written rubrics guide student learning and provide formative feedback for improvement. However, creating valid rubrics can be a challenge. This presentation will focus on how to create rubrics within the ExamSoft suite of software, and tips for making them as useful as possible. Topics include selecting appropriate criteria, creating differentiating descriptions, and assigning grading schemas. Emphasis will be placed on ensuring rubrics measure student learning as defined by the course objectives.

1. Creating Meaningful
Rubrics for Student
Assessment
Aimee F. Strang, Pharm.D., MSHPEd
Assistant Dean of Curricular Assessment

2. Objectives
 Recognize common flaws
 Describe characteristics of good criteria
 Write descriptions that distinguish levels of
performance
 Use ExamSoft to assign grades
 Ensure rubrics evaluate learning
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3. 3
Criteria
Levels of Performance

4. Benefits of Rubrics
 Performance assessment
 Authentic assessment
 Scoring guide
 Grader consistency
 Guide student learning
 Formative assessment
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5. Part I:
How to Create a Rubric
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6. 1. Focus on the Learning, Not the Activity
 Start with the learning objectives
 Create an assignment that demonstrates performance
of understanding
 Be wary of engaging busy work
LO: Analyze current trends that affect faculty and
institutions in academic health professions
 Create a jeopardy game
 Create a poster presentation
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7. 2. Select Good Performance Criteria
 Demonstrate evidence of learning or meeting objective (not
achievement of assignment tasks)
 Criteria can be named, defined, described and observed
 Vary along a continuum of quality
 Unidimensional or distinct
LO: Triage a patient to the appropriate level of care
 History
 Medication History
 Triage
 Communication
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8. 3. Differentiate Levels of Performance
 Start with a description of minimum proficiency
 Describe a continuum
 Yes  Yes but  No but  No
 How many levels?
LO: Recommend most appropriate cold medication to a
patient
 Medication choice
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9. 4. Quality Check
 Grade past assignment
 Get peer feedback
 Get student feedback
 Make improvements each time
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10. Part II:
 How NOT to Create a
Rubric
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11.  Don’t Measure More Than 1 Criteria at a Time
Originality
• Develops a project that
is unique specifically
targeting a select
population
• Project presentation
delivery is designed for
a select population
• Develops a
project that
targets a select
population
• Project
presentation
delivery is
generic
• Develops a
generic project
• Project does not
target a select
population
Professional
Language
• Appropriate use of
professional language
and lay terms identified
as necessary for the
targeted population
• Spelling and grammar
are correct
• The balance
between
professional
language and lay
terms is
inappropriate
• Minimal spelling
and grammar
mistakes
• Unprofessional
language is used
often (texting
language)
• Many spelling
and grammar
mistakes
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12.  Don’t Create Criterion for Nonessential
Features
 Neatness
 Design of cover page
 Audience engagement
 Format of references
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13.  Don’t Score by Counting
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Critical
Elements
Missing four or more of the
following:
• Background & description
• Market analysis and strategy
• Operational structure and
process
• Financial projections and
feasibility
• Action plan for implementation
• Critical risks and opportunities
• Conclusion/summary
Missing less
than 4
Includes all of
the following

14.  Don’t Score Things Not Part of the
Rubric
Professionalism Acted in a
professional
manner (eye
contact,
empathy,
open posture)
Acted
professional
but needs
some
improvement
Acted
professionally
but need
significant
improvement
Did not act
professionally
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15.  Don’t Score the Product
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Assignment Rubric Criterion
Reflect on today’s
learning
Stages of reflection
Write paper on history of
pharmacy
Organization, spelling,
length
Counsel patient on use of
eye drops
Introduction, body
language, eye contact

16.  Don’t Codify Assignment Directions
into Rubric
Performance
Level
Needs
Improvement
Satisfactory Excellent
Contribution
and
Participation
Not apparent that
all the students in
the group
contributed. One
or two people
appear to have
done all the work.
Student dissent
on levels of
contribution.
Apparent that
some of the
students
contributed a fair
share to the
project, though
some workloads
varied. Students
made an effort to
include all group
members in the
process.
Apparent that all
students contributed
equally to the project.
Evident that students
worked with each
other in a cooperative
manner and split the
project to match the
student’s strengths.
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17.  Don’t Evaluative
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18.  Quality Check
 Get 10-20 copies of student past work
 Sort in to 3 categories of quality (Excellent – Good –
Poor)
 Write descriptions for why each piece of work is
categorized
 Compare and contrast work to identify relevant criteria
 Write descriptions of quality along a continuum for
each criteria
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19. Part III:
Converting Rubrics to
Grades
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20. Assigning Grading Schemas
 Align levels with grading (A, B, C, D, F)
 Proficiency levels
• Exceeds, Meets, Needs Improvement, Significant Deficiency
• Beginner, Developing, Proficient, Advanced
 Minimum levels of acceptability = 60%
 Weighting criteria
• Topic selection, Background, Analysis, Conclusion
 Points vs Range
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21. Using Points
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FailingProficientAdvanced

22. 22
NoviceExpert Advancing
Rubric A
Rubric B

23. Weighting Criteria
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Rubric B
Rubric A

24. Using Ranges
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Determine Ranges
Enter Grade

25. Conclusion
 Recognize common flaws
 Describe characteristics of good criteria
 Write descriptions that distinguish levels of
performance
 Use ExamSoft to assign grades
 Ensure rubrics evaluate learning
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26. Questions?
Contact Information:
Aimee Strang, Pharm.D., MSHPEd
Assistant Dean of Curricular Assessment
Albany College of Pharmacy and Health Sciences
518-694-7320 | aimee.strang@acphs.edu
www.HPEdassessment.com
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