Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning

Dannelle D. Stevens is Associate Professor, Department of Curriculum and Instruction, Portland State University. Antonia J. Levi is Associate Professor, University Studies, Portland State University.

"This wonderfully compact introduction to rubrics will serve higher education teachers well [and] when departments or groups of faculty use rubrics as described in this book, they will indeed achieve the 'academic currency' sought today in higher education." -- Amy Driscoll, director of Teaching, Learning and Assessment CSU, Monterey Bay.

I. An introduction to rubrics; Chapter 1- What is a rubric?; Do you need a rubric?; What are the parts of a rubric?; Part-by-part development of a rubric; Part 1: Task description; Part 2: Grading scale; Part 3; Dimensions; Part 4: Descriptions of the dimensions; Creating your first rubric: Is it worth the time and effort?; Chapter 2- Why use rubrics?; Rubrics provide timely feedback; Rubrics provide detailed feedback; Rubrics encourage critical thinking; Rubrics facilitate communication with others; Rubrics help us refine our teaching; Rubrics level the playing field; Chapter 3- How to Construct a Rubric; Four key stages in constructing a rubric; Stage One: Reflecting; Stage Two: Listing; Stage Three: Grouping and Labeling; Stage Four: Application; Construction of a scoring guide rubric; Construction of a 3 to 5 level rubrics; II. Rubric construction and use in different contexts; Chapter 4- Rubric Construction and the Classroom; Involving students in rubric construction; Five models of collaborative rubric construction; I. The Presentation Model; II. The Feedback Model; III. The Pass-the-Hat Model; IV. The Post-it Model; V. The 4X4 Model; Chapter 5- Rubric Construction with Teaching Assistants, Tutors or Colleagues; Involving teaching assistants in rubric construction; Involving other tutorial staff in rubric construction; Involving colleagues in rubric construction; Chapter 6- Grading with Rubrics; Performance Anchors: Being consistent and focused; Detailed, formative feedback: Gaining speed; Individualized, flexible feedback: A trade-off; Summative feedback: Assigning grades; Grading our own teaching; Evaluating our own rubrics: Metarubrics; Chapter 7- Variations on a theme; Discipline-specific rubrics. Science: laboratory rubric; Business Management: Classroom participation rubric; Graphics Design: Sophomore portfolio review rubric; Rubrics for assignments done in stages: "Staged"rubrics; Several rubrics for one assignment: "Multiple" rubrics; References; Appendices; A. Blank rubric format: 3 level rubric; B. Blank rubric format: 4 level rubric; C. Blank rubric format: 4 level rubric, landscape format; D. Blank rubric format: Scoring guide rubric; E. Interview analysis paper scoring guide rubric; F. Leading a class discussion scoring guide rubric; G. Portland State University Studies Program Rubric: Ethical Issues; H. Portland State University Studies Program Rubric: Holistic Critical Thinking; I. Portland State University Studies Program Rubric: Quantitative Literacy; J. Portland State University Studies Program Rubric: Writing; K. Portland State University Studies Program Rubric: Diversity; L. Website Information: Introduction to Rubrics.