Start with 3 questions:

• Do I even need a rubric for the task?

• Are the criteria coherent?

• Are the standards clear?

Common issues of designing rubrics:

1. Task specificity issues

• Should focus on learning outcomes rather than on task requirements/ compliance of instruction

• Reword criteria by more general categories (e.g., depth of reasoning, appropriateness of content) to enable synthesis of learning in common assessment tasks, like oral presentations, across subjects

• Basic requirements to be included in a checklist

2. Lack of consistency of descriptors

• Reflect a positive learning continuum, no undue negative evaluative words that perpetuate low student expectations

• Avoid leap from ‘failure’ to ‘success’, ambiguity makes it difficult for formative use of rubric

3. Over-reliance on frequency count

• Use more descriptive words

• Overcome subjectivity with sufficient exemplars and moderation process

Have a go at reading the rubrics below. Consider possible areas of improvement.