- The participant will identify useful criteria to use in developing
- Review the Key Concepts and examples.
- Do each learning activity and click on the Suggestions button
for feedback with sample responses.
- Consider the Discussion and Reflection questions below. Share
you thoughts and ideas in the class discussion.
- Identifying rubric criteria is all about having a process
- The criteria to be identified are the factors you want to
assess. The criteria should be measurable and relevant. The criteria are related to the objectives set when you created your assignment.
- You many not be able to evaluate all of the criteria
generated. Assess those whose product/performance will be observable and suitable
for performance assessment.
- The process to follow is to first make a list of the objectives
you will use.
- Then, make a list of the factors related to the objectives
you have targeted that can be evaluated by a rubric.
- Last, review the listing of factors that you have generated
and consider if they should all be included. Some may need to be deleted and
some may need to be added.
- Once you are satisfied with the list of factors, examine
whether there are factors with things in common. If there are, you can group
these together with a descriptive label. These labels are the criteria on which students will be assessed.
- For the criteria you identify, write a brief definition to
communicate their intent/focus in the rubric. Avoid using positive or negative
comments in the definitions.
Learning Activity #1:
Identifying useful criteria (factors)
The targeted achievement is to write a comprehensive business report. From the list below, place a check mark beside the criteria that could be used in
a rubric to identify performance. Check your answers in the key at the end of the exercise.
Quality of Analysis
Flow charts, graphs
Statement of Purpose
Quality of research
Length of report
#2: Grouping criteria (factors)
Once you have chosen the factors that could be used, examine the possibility of grouping the ones that
could be placed together with a descriptive label. The labels that you give to
the groups will result in the criteria to be used in a rubric. A typical rubric would have about five criteria for assessment
purpose. From the above list regroup the factors under 5 possible criteria. After you have done this, check for possible answers in the key at the end of this
- What type of thinking skills are needed in order to be able
to identify key criteria?
- What are the qualities to look for in developing useful criteria?
- Can your students help to determine the criteria? How would you do this? What effect would this have on the
students, given this opportunity?
- To use the rubric for more than one task/scenario, write
general criteria rather than making them scenario specific.
- Be careful to not choose criteria that are simply easy to
use. Consider the importance of significant, relevant criteria.