This document introduces rubrics as a criterion-referenced assessment tool. It defines a rubric as a measurement tool that describes criteria against which a performance or product is compared and measured at different levels of achievement. The document discusses two types of rubrics - analytic and holistic - and some advantages of using rubrics such as providing a common language for assessment and transparency for students. It provides guidance on developing a rubric, including identifying what to assess, looking at example models, defining characteristics and mastery levels, and describing each level. It also stresses ensuring reliability by having markers interpret the rubric consistently.

1. INTRODUCING
RUBRICS

2. Types of assessment
• Norm referenced
• Criterion referenced

3. What is a rubric?
“A rubric is a measurement tool that describes
the criteria against which a performance,
behaviour, or product is compared and
measures. Rubrics list the criteria established for
a particular task and the levels of achievement
associated with each criterion.” (Brophy, n.d.)

4. Types of rubric
• Analytic rubrics
• Holistic rubrics

6. Advantages of using rubrics
• Common language for assessment
• Different markers use the same criteria for an
assessment
• Criterion referenced rather than norm-referenced
• Transparency for students who know what
they have to do in order to achieve
• Can speed up marking

7. Task descriptor
Characteristics to be rated
Level
descriptors
Individual characteristic level
descriptors – make sure these don’t
overlap!

8. How to develop a rubric
1. What kind of rubric are you going to use?
2. Identify what you are going to assess (usually
framed within the task description).
3. Look for models you can adapt!
4. Identify the characteristics (SKAs) to be rated.
5. Identify levels of mastery (use an even
number)
6. Describe each level for each cell.

9. Ensuring reliability
Work with markers to ensure that all interpret
rubric the same way (intrarater and interrater
reliability)

11. References
Brophy, T.S. (n.d.) Writing effective rubrics. Retrieved from
http://assessment.aa.ufl.edu/Data/Sites/22/media/slo/writing_effective_rubrics_guide_v2.pdf