I’ve been asked to sit on a panel in January to discuss evaluation. One of the topics under discussion will be the use of rubrics to evaluate student work. I’m curious about others’ experiences with using rubrics.
I have no idea how I’d manage without rubrics. I sometimes decide to “give myself a break” by reducing feedback on less critical evaluations to general grades and comments in a few categories (usually content, organization, expression and formatting) instead of filling out a detailed rubric with criteria and subcriteria. I usually regret it. A table with checkboxes for each criterion and a space for comments is the easiest, most efficient and most mathematically neutral (which is not to say actually mathematically neutral, because evaluations never are, but as close as possible) way to give students some meaningful feedback and a numerical grade.
Each sub-criterion receives a grade between 1 and 5.
- 5/5 = excellent!
- 1/5 = WTF?
- 0/5 = this essay shows no evidence that you were even aware that this criterion was being evaluated, despite the fact that you had this rubric in front of you while you were writing it.
Each category is then weighted according to its importance in that particular assignment. Major essays in post-introductory courses are usually weighted more toward content, while a first version of an essay in a remedial intro course might emphasize grammar.
These rubrics are immensely helpful when students come to ask questions (as they are all required to at least once a semester in order to revise and resubmit), and when students challenge a grade. Just this past week, a student came to me ready to burst into tears about an oral presentation grade. I was able to say, “Ok, there are two different ways of looking at this. The first is, ‘I’M UPSET!!’” (I wave my arms in the air and shake my fists. The student laughs.) “The other is, ‘I don’t understand why I didn’t do well on this particular aspect that I got 2/5 on.’ Let’s try the second approach.” So we talked it through, and in the end, she got it, and no adjustment to the grade was made, because frankly, the presentation, although a valiant attempt, was a structural mess. She didn’t know what was meant by that, and now she seems to understand a bit better.
Teachers: Do you use rubrics to evaluate your students’ work? How do you structure them? Do they help you? Do they help your students?
Students: Do your teachers use rubrics to evaluate your work? What kind of rubric best helps you learn?
You will find some more thoughts on the use of rubrics here.
Image by Steve Woods
Classroom as Microcosm 
What do you think?