5b: Developing and Using Rubrics and Checklists
In this module, faculty learn how to select a grading tool that aligns best to the assigned task and offers the type of feedback most helpful to students. In addition, the module includes techniques for helping students understand how to use different grading tools to their benefit and helping instructors understand how they might use the data generated from grading tools to inform instruction.
To satisfy the module requirements, faculty must implement one or more techniques, such as creating an assignment checklist, having students use a rubric to analyze sample papers, or analyzing rubric data.
Advising Subject Matter Expert(s)
Featured Faculty
Module References
Allen, D., & Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE Life Sciences Education, 5, 197–203.
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Berkeley University of California. (n.d.). Helping students understand their grades. (n.d.). Retrieved from http://gsi.berkeley.edu/gsi-guide-contents/grading-intro/communicating-about-grades/understand/
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: John Wiley & Sons.
Bresciani, M. J., Zelna, C. L., & Anderson J. A. (2004). Assessing student learning and development: A handbook for practitioners. Washington, DC: National Association of Student Personnel Administrators.
Carnegie Mellon University, Eberly Center. (n.d.). Grading and performance rubrics. Retrieved from https://www.cmu.edu/teaching/designteach/teach/rubrics.html
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Deters, F. Cuthrell, K., & Stapleton, J. (2010). Why wikis? Student perceptions of using wikis in online coursework. MERLOT Journal of Online Learning and Teaching, 6(1).
Gooblar, D. (2014, October 8). Why I don’t like rubrics. Retrieved from https://chroniclevitae.com/news/742-why-i-don-t-like-rubrics
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130–144.
Kinsey, J., & Carrozzino, A. L. (2011). Working in a wiki: A tool for collaboration among virtual teams. Journal of Extension, 49(6).
Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10, 107–121.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.) San Francisco, CA: Jossey-Bass.
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes: A review. Educational Research Review, 9, 129–144.
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35, 435–448.
Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (2nd ed.) Sterling, VA: Stylus.
Suskie, L. A. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-Bass.
Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
University of North Carolina Wilmington. (2009). Scoring rubrics: Converting scores to grades. Retrieved from http://uncw.edu/cas/scorestogrades.html
Vanderbilt University, Center for Teaching. (n.d.). Grading student work. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/
Walvoord, B. E. F., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment (2nd ed.). San Francisco, CA: Jossey-Bass.
