Session with Dr Ide O'Sullivan and Dr Angelica Risquez

1. Using rubrics for grading:
tips on using rubrics to grade your
assessments and online tools that can help
Dr. Íde O’Sullivan and Dr. Angelica Risquez
Centre for Transformative Learning

2. Resources for alternative assessments
CTL Resources: https://www.ul.ie/ctl/staff
• Rethinking Assessment: Moving to an alternative, remote end-of-term
assessment
• Rethinking Assessment - Alternative assessments to end-of-term exams
ITD Top desk, Teaching and Learning Resources
• https://ul.topdesk.net/tas/public/ssp/4bbbb614-ef1b-4f89-9757-81607877144c
Learning Technology Forum website
• https://www.ul.ie/ltf/

3. Pillars of assessment
Validity Reliability Transparency
Authenticity Manageability Inclusiveness

4. Rubrics for grading and feedback
• What is a grading rubric?
• List of criteria
• Standards
• Descriptions of level of performance
• Why use grading rubrics?
• Staff
• Students
• Learning
• Types of rubrics
• Holistic
• Analytic
A B …
Criterion 1 Description
Criterion 2
…
Holistic rubric
A
Description
B
…
C
…

5. Constructive alignment
Learning
Outcomes
Learning
Assessment

6. Alignment with intended learning outcomes
• Language of Bloom’s taxonomy: cognitive, affective, psychomotor
Level Suggested words
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Judge, evaluate, compare
Design, organize, formulate
Analyze, test
Demonstrate, illustrate
Describe, explain, discuss
Define, list, name,

7. How to develop a rubric
• Decide on the appropriate kind of rubric.
• Identify the criteria which you want to assess. Link to Learning Outcomes.
• Identify the standards. Name and number them.
• Develop the descriptions.

8. Criteria A Exemplary
Outstanding (A1)/Excellent (A2)
B Accomplished
Very good (B1/B2)/ Good (B3)
C Developing
Satisfactory (C1/C2/C3)
D Unsatisfactory
Introduction and research
objectives (clarity, focus,
originality and significance)
Identifies a relevant research topic and a
thesis that provides direction for the paper
that is engaging and thought provoking, The
thesis clearly and concisely states the
position, premise, or hypothesis and is
consistently the focal point throughout the
paper.
Identifies a relevant research topic and a thesis
that provides adequate direction for the paper
with some degree of interest for the reader. The
thesis states the position, premise, or hypothesis,
and is the focal point of the paper for the most
part.
Identifies a research topic but may be too
broad in scope and/or the thesis is somewhat
unclear and needs to be developed further.
Focal point is not consistently maintained
throughout the paper.
Fails to identify a relevant research topic or
is not clearly defined and/or the paper
lacks focus throughout.
Research methodology
(design and
implementation, including
appropriateness, rationale
and consideration for
ethical concerns)
Well written, detailed description of the
research methodology and research design.
Methods are highly appropriate for this type
of project and are directly linked to the
purpose and research questions. Data
analysis is highly appropriate for the
research and needs little or no refinement.
Moderately well written and mostly complete
description of the research methodology and
research design. Methods appear sound,
appropriate and related to purpose and research
questions. Data analysis is appropriate for the
research but needs some refinement.
Partial description of methods which appear
to be appropriate and related to purpose and
research questions. Data analysis appears
appropriate for the research but needs
significant refinement.
Incomplete and little description of
methods. Methods appear inappropriate
or unrelated to purpose and research
questions. Data analysis is incomplete and
inappropriate.
Findings, discussion and
conclusion (analysis and
interpretation of findings?
Demonstrates a sophisticated understanding
and careful, critical analysis of the research
topic and thesis (argument).
Compares/contrasts perspectives, considers
counter arguments or opposing positions,
and draws original and thoughtful
conclusions with future implications.
Demonstrates an understanding and some critical
analysis of the research topic and thesis
(argument). Adequately compares/contrasts
perspectives, counter-arguments, or opposing
positions but broader connections and/or
implications are not as thoroughly explored.
Demonstrates general understanding with
limited critical analysis of the research topic
and thesis (argument). Summarizes
perspectives, counter-arguments, or opposing
positions.
Demonstrates a lack of understanding and
inadequate analysis of the research topic
and thesis. Analysis is superficial based on
opinions and preferences rather than
critical analysis.
Structure and organization,
including argumentation
Paper is effectively organized. Ideas are
arranged logically, flow smoothly, with a
strong progression of thought from
paragraph to paragraph connecting to the
central position. Includes all required
components (introduction, body, conclusion,
Reference List, etc.).
Paper is adequately organized. Ideas are arranged
reasonably with a progression of thought from
paragraph to paragraph connecting to the central
position. Includes required components
(introduction, body, conclusion, Reference List,
etc.) for the most part.
Paper is somewhat organized, although
occasionally ideas from paragraph to
paragraph may not flow well and/or connect
to the central position or be clear as a whole.
May be missing a required component and/or
components may be less than complete.
Paper lacks logical organization and
impedes readers’ comprehension of ideas.
Central position is rarely evident from
paragraph to paragraph and/or the paper
is missing multiple required components.
Sources/Evidence
(Literature review)
Provides compelling and accurate evidence
to support in-depth the central position.
Research sources are highly relevant,
accurate, and reliable and add to the
strength of the paper; and are effectively
referenced and cited throughout the paper.
Provides essential, accurate evidence to support
the central position with research sources that
are mostly relevant, accurate, and reliable.
Sources are referenced and cited appropriately
throughout the paper for the most part.
Provides some evidence to support the central
position with only a few research sources.
Some sources may not be relevant, accurate,
and reliable and/or appropriately referenced
and cited in the paper
Lacks sufficient research sources to
support the central position and/or, if
included, are generally not relevant,
accurate, or reliable. Contains numerous
factual mistakes, omissions, or
oversimplifications. Sources, if included,
are not properly referenced and cited in
the paper.
Writing style and
presentation
Paper is well written and clear using the
target journal guidelines and standard
English characterised by elements of a strong
writing style, free from grammar,
punctuation, spelling, usage, or formatting
errors.
Paper shows above average writing style and
clarity in writing using standard English and
following the target journal guidelines. Minor
errors in grammar, punctuation, spelling, usage,
and/or formatting.
Paper shows an average and/or casual writing
style using standard English and following the
target journal guidelines. Some errors in
spelling, grammar, punctuation, usage, and/or
formatting.
Paper shows a below average/poor writing
style lacking in elements of appropriate
standard English and following proper
target journal guidelines. Frequent errors
in spelling, grammar, punctuation, spelling,
usage, and/or formatting.

9. This Photo by Unknown Author is licensed under CC BY-NC
Toolstohelpwhenusingrubrics
-AssignmentstoolinSulis
-PostEmtoolinSulis
-TurnitinFeedbackStudio

10. Student ViewTutor View
Tutor Comments Box
Provide additional instructor comments on the student
submissions.
Sulis
Assignments
Tool

11. Student View
Tutor View
Feedback Attachments
Attach documents providing detailed feedback on student
submissions, e.g. their score in your rubric
Sulis
Assignments
tool (manual
management)

12. PostEm tool
The PostEmTool in Sulis allows you to present individual
feedback and/or grades to students in a convenient way by
uploading a CSV spreadsheet.
You can set up columns based on your rubric criteria, with
numbered cells describing levels of achievement, and
quickly select the appropriate score for each student with
the ‘autocomplete’ function.
Using the PostEm tool (video)

13. Turnitin
Feedback
Studio

14. A powerful
tool for
grading and
feedback, as
well as
plagiarism
prevention

15. Assignments
Integration
with
Assignments
tool inSulis
Lecturers can choose whether a student can view
the report. NEEDEDTO PROVIDE FEEDBACK

16. Turnitin
Feedback
Studio
Students have access to feedback provided
onTurnitin Feedback Studio only after the
deadline of the Assignment in Sulis has expired

17. https://www.youtube.com/watch?v=Ba6l7PUej_I

18. Grades do not
integrate back
inSulis
Students can see their final grade
in this report if you wish, but you
would need to input grades
elsewhere (e.g Assignments tool in
Sulis) to have a record of all grades

19. www.ul.ie/ctl/staff

21. Turnitin Feedback Studio Webinar
bit.ly/turnitinUL

22. Sample
Turnitin
submission
 We invite you to submit as a student would (request by email)
in a sample site
 The assignment ‘Sample submission’ allows you to submit a
sample submission intoTurnitin. It has been set up so as to
allow students to see their originality report. This submission
will not be stored in theTurnitin repository.
 Please attach and submit a document that you would like to
check for originality*.You are added to this Sulis site as a
student, so upon submission, you will be able to see what the
report looks like.
 Please do not hesitate to contact me with further question