To highlight the value of using assessment rubrics for teaching staff and students.
In its simplest form, a rubric is composed of four parts (Stevens & Levi, 2005, p. 6):
- A description of the assignment
- A scale to rank the levels of achievement. At RMIT the scale predominately used is the Higher Ed grading schema.
- The dimensions of the assignment that breaks down the skills and knowledge involved in the assignment. The dimensions identify the assessment task component parts that make up the whole.
- Descriptions of what constitutes each level of performance with specific feedback. Consider these descriptions of performance levels as being the general feedback that you would provide when marking the assessment in previous experiences.
When constructing your rubric, the following questions should be considered (Kinash & Knight p 53)
- Why did you create the assignment? Think about the purpose of the assessment, the learning activities related to the assessment, and its alignment with the CLOs
- What specific learning outcomes will students achieve upon completion of the assessment task? List these outcomes and vary them according to student’s abilities at different levels. This can be fed-forward into the descriptors at the performance levels.
- Which of the dimensions would you consider most valuable? Prioritising these will help you determine their weighting.