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Although rubrics can be useful in enhancing marking consistency (Jönsson & Svingby, 2007), as argued by Brookhart (2018, p.10): ‘The value of a rubric lies in its formative potential (Panadero and Jonsson, 2013), where the same tool that students can use to learn and monitor their learning is then used for grading and final evaluation by instructors.’
A recent meta-analysis conducted by Panadero, Jonsson, Pinendo and Fernandez-Castilla (2023) revealed a positive and moderate effect of rubrics on student academic performance, self-regulation and self-efficacy. Rubrics have been shown to support student ability to establish more accurate goals, monitor progress and reduce cognitive load thus contributing to self-regulated learning (Brookhart & Chen, 2015; Panadero & Jonsson, 2013; Krebs et al., 2022; Reddy & Andrade, 2010). As argued by the meta-analysis’ authors: ‘By making criteria, performance levels, and (when relevant) scoring strategies explicit, these may become objects of action and reflection themselves (i.e., students can use them to regulate their learning) helping students to improve their learning via self and peer assessment (Nicol, 2021; Panadero et al., 2019). This interpretation is supported by students, who are generally positive about being provided with rubrics and claim to use the rubrics to better understand (and meet) expectations (e.g., Andrade & Du, 2005; Jonsson, 2014; Reynolds-Keefer, 2010).’ (Panadero, Jonsson, Pinendo, & Fernandez-Castilla, 2023, p.113).
This ‘formative potential’ of rubrics differentiates it from quality assurance tools such as the University Generic Marking Criteria. The effectiveness of rubrics as a learning tool lies in clear, meaningful and specific criteria (Brookhart, 2013; Nitko & Brookhart, 2007; Popham, 2000; Suskie, 2009) and performance level descriptors referring to observable and measurable qualities which ‘help students envision where they are in their learning and where they should go next’ (Bookhart, 2018, p.2). As defined by Brookhard (2018, p.1):
‘A rubric articulates expectations for student work by listing criteria for the work and performance level descriptions across a continuum of quality.’
The following steps, designed by van Leusen (2013) and adapted by Arcuria and Chaaban (2019) offer a useful framework for designing rubrics:
- What knowledge and skills is the assignment designed to assess? (Learning Objective)
- What observable criteria represent that knowledge and skills?(Performance Criteria)
- How can you best divide those criteria to represent distinct and meaningful levels of student performance? (Performance Levels)
- What observable characteristics of students’ work differentiate among the performance levels for each criterion? (Performance Level Descriptors)
The University of Tasmania provides three excellent examples of rubrics worth looking at – Writing Standards Descriptors (for rubrics)
Using Rubrics in Blackboard
Rubrics are available both in Turnitin as well as Blackboard Assignments. They can also be associated with other gradable items in Blackboard such as essay, short answer, and file response test questions, blogs and journals, wikis, discussion forums and threads.
Turnitin Rubrics
- Creating the rubric (video – 3:01min)
- Marking with the rubric (video – 3:35min)
- What will the student see
Blackboard Rubrics
- Creating the rubric (video – 1:07 min)
- Associating rubrics with graded items (video – 1:29 min)
- Marking with the rubric
- What will the student see
In Blackboard Ultra, you will have the option to generate a rubric based on the course content using the AI Design Assistant.
References:
Arcuria, P., & Chaaban, M. (2019). Best Practices for Designing Effective Rubrics. ASU TeachOnline. Best Practices for Designing Effective Rubrics – Teach Online (asu.edu)
Banta, T. W., & Palomba, C. A. (2015). Assessment essentials: planning, implementing, and improving assessment in higher education. Jossey-Bass.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision & Curriculum Development.
Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontiers in Education 3, 22. https://doi.org/10.3389/feduc.2018.00022
Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368. https://doi.org/10.1080/00131911.2014.929565
Campbell, A. (2005). Application of ICT and rubrics to the assessment process where professional judgement is involved: the features of an e‐marking tool. Assessment & Evaluation in Higher Education, 30(5), 529-537. https://doi.org/10.1080/02602930500187055
Jönsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. https://doi.org/10.1016/j.edurev.2007.05.002
Krebs, R., Rothstein, B., & Roelle, J. (2022). Rubrics enhance accuracy and reduce cognitive load in self-assessment. Metacognition and Learning, 17(2), 627-650. https://doi.org/10.1007/s11409-022-09302-1
Nicol, D. (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in higher education, 46(5), 756-778. https://doi.org/10.1080/02602938.2020.1823314
Nitko, A. J., & Brookhart, S. M. (2007). Educational Assessment of Students (5th ed.). Pearson Education.
Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019). Using formative assessment to influence self-and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34, 535-557. https://doi.org/10.1007/s10212-018-0407-8
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational research review, 9, 129-144. https://doi.org/10.1016/j.edurev.2013.01.002
Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: a meta-analytic review. Educational Psychology Review, 35(4), 113. https://doi.org/10.1007/s10648-023-09823-4
Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders (3rd ed.). Allyn and Bacon.
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & evaluation in higher education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). Jossey-Bass.
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. Journal of Effective Teaching, 7(1), 3-14.
van Leusen, P. (2013). Assessments with rubrics. ASU TeachOnline. https://teachonline.asu.edu/2013/08/assessments-with-rubrics/