Rubrics are assessment tools used to evaluate student work based on predefined criteria. They provide consistent grading by removing subjectivity and clearly communicating expectations. There are two main types - analytic rubrics break performance into multiple criteria while holistic rubrics assess performance as a whole. Scoring can be text-based or numeric. Instructors can create rubrics in Desire2Learn and tie them to gradebook items and activities to standardize grading.

1. Rubrics
for Grading

2. • What are rubrics?
• Benefits of using them?
• How to create them?
• How to tie them to Gradebook items?

4. • Primary Function – Assessment of performance
• Measures completion/non-completion of activities
• Evaluate only one learning task
• Tool to specify gradations of quality
Desire2Learn Definition:
“ Rubrics are an assessment tool used to evaluate Learning
activities, ePortfolio Forms and Artifacts. Rubrics enable you to
evaluate an activity or item based on a predefined set of
criteria. They help ensure that activities and items are
evaluated fairly and consistently.
”

5. • Provide consistent grading
– Removes subjectivity from grading process
• Sets proper student expectations
– What is required in activity
• Communicates correct performance & areas for
improvement
• Reduces student arguments regarding low grades

7. • Pre-define assignment Rubric on paper
• Name each level with descriptive text
• Provide descriptive criteria text and feedback text
• Assign point values for achievement levels

8. Category Exemplary Accomplished Developing Beginning
Time Limit Presenters stayed within Presenters were Presenters were 10 minute
allotted time (40-50 short 10 minutes short 20 minutes presentation
minutes)
Collaboration Presenters worked as Evidence of Some evidence of No evidence of
part of a team, providing teamwork; teamwork; some teamwork; no
effective transitions to transitions made to transitions made to transitions made to
next/previous speaker or next/previous next/previous next/previous
making references to speaker or topics topics or speakers speakers or topics
previous/next topics
Organization Strong and engaging Introduction Some overview is Introduction does
introduction provides provides overview given; connection not give overview;
overview of of presentation; between organization is
presentations; presentation introduction and unclear, or
presentation supports supports presentation is presentation ends
introduction; conclusion introduction and sometimes unclear; without conclusion
reinforces main points ends with conclusion is limited
appropriate
conclusion

10. • 2 Rubric Types
– Analytic
– Holistic
• 4 Scoring Methods
– Text Only
– Points
– Custom Points (Analytic only)
– Percentages (Holistic only)

11. What are Rubric Types?
• Holistic or analytic, depending on the requirements for assessment
Analytic Rubrics
• Most rubrics are analytic
• Breaks performance into multiple criteria
• Assess each criterion separately
• Combined for an overall assessment score
Holistic Rubrics
• Does not break performance into separate criteria
• Performance is assessed in total
• Make one overall assessment

12. What are Scoring Methods?
• Can be either text-based or numeric
Text Only
• Performance levels are expressed using only text, e.g. Poor,
Good, and Excellent
Points
• Points to assess performance, e.g. Poor (0 points), Good (75
points), and Excellent (125 points)

13. Custom Points (Analytic only)
• Similar to the Points scoring method – provides an ability for
weighting of specific criterion
• Customize the points given for each criterion (row),
– e.g. criterion 1 could be worth 0 points, 10 points, and 20 points
– criterion 2 could be worth 0 points, 30 points, and 60 points
– making it worth 3 times the points for criterion 1
Percentages (Holistic only)
• Percentages is similar to Points
• Measures performance in percentages instead of points

14. Note: Leave status as
“Draft” as long as
possible – can’t be
changed back and
can’t be edited once
the status is set as
“Approved”.
Note: Type and Scoring
Method can’t be changed
after saved.

15. Expand Availability Options
• Select where Rubric should be available
• Nothing checked means only available for grading
Must have Competencies checked if Rubric will support
course & program outcomes.

20. • Create an Analytic Rubric
– 3 levels
– 2 criterion
• Create an Analytic Rubric with Custom Points
– 3 levels
– 2 criterion

23. • Create a Holistic Rubric
– Percentages
– Standard grading scale (90,80,70, etc…)

24. • Be conservative – reuse, reuse, reuse
– For consistency
– To minimize development time
– Develop at department level where possible
• Leave in Draft status as long as possible
• Avoid changing mid-term is possible
• Naming conventions are extremely important
for department level Rubrics

26. • Properties tab
• Select (or create new) Grade Item
• Select (or create new) Rubric to use for this activity
– Rubric must be set to an Approved status
– *Rubric can not be changed after this point (see notes)

29. • Rubric is displayed to students
• Shown in dropbox folder
• Submit files to dropbox as normal

31. • Student submissions are evaluated as normal
• Feedback is provided through Rubric responses
• Additional feedback can be provided
• Student score calculated in Rubric evaluation
• Grade entered in Activity flows through to
Gradebook

32. Rubric evaluation takes place from the
Dropbox folder submission.

36. Then leave
feedback
Save & Record;
transfers score
out of 10

37. • Create a Dropbox Activity
– Tie to a Gradebook Item
– Tie to Analytic Rubric
• Impersonate a Student
• Submit to the Dropbox
• Restore your role
• Leave feedback using Rubric
• Review grade in Gradebook

39. • Properties tab
• Select (or create new) Grade Item
• Select (or create new) Rubric to use for this activity
– Rubric must be set to Approved status
– Rubric can not be changed after this point

42. • Student makes quiz attempt as normal
• Quiz is marked for automatic grading
• Grading happens as normal
• Rubric ties grade to achievement/non-
achievement of competency (course outcome)
• Could be tied to specific questions
– Quiz questions can support course outcomes

43. • Create a simple 1 question quiz
– Tie to a Gradebook item
– Tie to Holistic rubric
– Set for Auto-grading
• Impersonate Student
• Take the quiz
• Restore your role
• Review grade in Gradebook

45. • Granular analysis of student achievement
• Makes grading more quantitative rather than
subjective
• Specific feedback to student
– Defined at each value level
– Plus additional feedback available
• Re-use of rubrics with multiple activities within a
course/department
• Rubrics can be copied to other courses

46. These slides and additional
resources are available in the

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