!lll L.

Lane
CenLer for lnsLrucLlonal uevelopmenL | ClayLon SLaLe unlverslLy
2000 ClayLon SLaLe 8lvd., Morrow, CA 30260
hLLp://cLl.clayLon.edu/cld
revlsed 8-3-2008
!"# %" &'(')"* + ,-./01

As faculLy members, we are frequenLly faced wlLh sLudenL quesLlons abouL why Lhey recelved a
cerLaln grade on wrlLLen asslgnmenLs, oral presenLaLlons, and pro[ecLs. We usually know whaL
we are looklng for when we grade Lhese asslgnmenLs buL all Loo ofLen sLudenLs challenge Lhe
grades Lhey recelve. Cne way Lo lessen Lhese complalnLs ls Lo use a rubrlc (gradlng gulde) LhaL
llsLs Lhe crlLerla and Lhe areas of focus for gradlng. A rubrlc ls an approprlaLe meLhod Lo use Lo
assess sLudenLs lf your learnlng ouLcomes lnvolve Lhe synLheslzlng lnformaLlon, learnlng of new
Lechnlques or meLhods, analyzlng problems, wrlLlng papers, or glvlng oral presenLaLlons. 1he
sLeps LhaL follow are provlded as a gulde for you Lo use Lo develop rubrlcs. lf you would llke Lo
meeL wlLh a consulLanL Lo furLher dlscuss rubrlc developmenL, please conLacL Lhe CenLer for
lnsLrucLlonal uevelopmenL, Clu[clayLon.edu .

2%'* 34'5
!"#$%$& &(" )%%$*+,"+& -"./+$+* 01&23,"%

WhaL should sLudenLs know or be able Lo do based on Lhe ouLcomes?

4"&"/,$+" &(" )/".% 531 6.+& &3 )%%"%%

WhaL are Lhe key areas LhaL you wanL Lo grade" as parL of Lhe asslgnmenL?

2%'* 6#"5
7%&.89$%( :&.+;./;% <3/ 7.2( ="/<3/,.+2" )/".

WhaL do Lhe dlfferenL levels of performance look llke wlLhln each caLegory of
assessmenL?
o 1o geL sLarLed, Lhlnk of Lhe hlghesL and lowesL levels of performance ln each
caLegory.
o Cnce Lhe hlghs and lows are compleLed, add Lhe mlddle-range(s)

1ry Lo avold relylng on comparaLlve language when dlsLlngulshlng among
performance levels.
o lor example, do noL deflne Lhe hlghesL level of performance as &(3/31*( .+;
.221/.&" and Lhe mlddle level of performance as 9"%% &(3/31*( .+; 9"%%
.221/.&">
o llnd quallLles and descrlpLors LhaL are unlque Lo each performance sLandard.

!lll L. Lane
CenLer for lnsLrucLlonal uevelopmenL | ClayLon SLaLe unlverslLy
2000 ClayLon SLaLe 8lvd., Morrow, CA 30260
hLLp://cLl.clayLon.edu/cld
revlsed 8-3-2008
2%'* 67/''5
4"#"93? . :23/$+* :2.9"

Pow many score levels do you wanL Lo use?
o Score levels should be based on Lhe performance sLandards LhaL you seL up
ln sLep Lwo and your gradlng phllosophy for Lhe asslgnmenL.
o Clearly deflne Lhe dlfference beLween Lhe score levels.

1he scorlng scale should be conslsLenL across all key componenLs when uslng an
analyLlc rubrlc.
o lor example, a score of 4 for one area should be comparable Lo a score of 4
ln anoLher area. lf Lhls ls noL Lhe case Lhen, you should use a welghLed rubrlc.

2%'* 8"-/5
);@1%& &(" !18/$2 .% A"";";

AfLer each use of Lhe rubrlc, evaluaLe wheLher lL needs ad[usLmenL ln Lhe key
componenLs, sLandards for performance, or Lhe scorlng scale.
?our sLudenLs can be lnvolved ln all sLages of Lhe rubrlc developmenL process Lo
promoLe furLher lnvolvemenL ln assessmenL.