2. Rubrics Promote High
Expecta*ons
• For Professors: Promotes an awareness of
our pedagogy
– Iden*fies strengths and weaknesses of methods
– Iden*fies strengths and weaknesses of course and
curriculum
• For Students: Promotes an awareness of
what they can and should accomplish
– Iden*fies tasks to be completed
– Iden*fies which are the highest priority
8. R U B R I C S
U
B
Designing Them
R and
I
Using Them
C
S
Effec*vely
9. Scoring 3‐to‐5 Level
Guide Rubrics
Typ lists objec*ves and
provides a space for
wriNen comments
lists objec*ves and
provides performance
levels that can be
immediately scored
es More *me assessing More *me preparing
of BeNer with older/
more independent
students
BeNer with younger
students who require
more guidance
10. Objec&ve: Professors will Points: Weight Points Total
create a rubric for one 0= did not a>empt
assignment comple&ng all 1= a>empted with misunderstanding
suggested pre‐work 2= far below expecta&ons Scales: levels of
Parameters 3= below expecta&ons
4= met expecta&ons achievement
of desired 5= exceeded expecta&on
outcomes
Sec&on 1: Prepara&on
(15 points)
Dimensions with weighted
percentages
Provides evidence of
reflec&on 0 1 2 3 4 5 X 1
Provides two names of peers
who helped in the 0 1 2 3 4 5 X 1
brainstorming process
Tasks with Descrip&ons
Provides a list of goals and
objec&ves 0 1 2 3 4 5 X 1
Sec&on Running
total total
