Define standards and criteria for rubrics
The image below shows the three main components of a rubric.
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Why do we need standards and criteria?
Rubrics are a visual representation of standards and criteria and help to articulate and communicate concepts of quality. They are a key part of an assessment task as they provide information beyond the initial task description
The Monash Assessment and Academic Integrity Policy requires all assessments to be criterion referenced, scaffolded and include marking criteria to ensure reliable and consistent judgments about student performance across all assessors, cohorts and teaching locations.
Explicit criteria and standards support efficient and consistent marking practices. All assessment tasks require criteria and standards, although sometimes the standards are implied (e.g., tests and quizzes).
Define unit level performance standards
Monash already has a set of general standards for coursework units, and uses the levels High Distinction, Distinction, Credit, Pass, and Fail. The following set of standards are applied to all coursework units as an overall grade (unless units are competency-based).
High Distinction | Distinction | Credit | Pass | Fail |
Demonstration of extended knowledge, skills and attributes at an exceptional level, showing fluency, originality and integration of concepts. | Demonstration of extended knowledge, skills and attributes at a superior level, showing fluency and emerging originality and integration of concepts. | Demonstration of fundamental knowledge, skills and attributes at a proficient level, showing fluency in concepts. | Demonstration of fundamental knowledge, skills and attributes at a satisfactory level. | Lack of satisfactory demonstration of fundamental knowledge, skills and expected attributes. |
Monash University Grading Schema Procedure provides generic descriptions for the overall unit level of each of the above standards. It is important to note that the standards for the unit as a whole encompass all of the tasks that contribute to the overall judgement of performance. However, they may not be the standards that apply to each and every assessment task within the unit. They are best used as a holistic guide of how to separate the different grades (standards).
Using the standards as a basis, how can your assessment’s criteria align with them or what they represent? To do this, focus on the bolded words, which show the differences between each grade, or standard.
Consider, for example:
- What are the characteristics of originality in your unit? (How would a student with a credit, distinction and high distinction level of performance be differentiated within the assessment task?)
- How would you define fundamental and extended knowledge, skills and attributes? How would they be demonstrated via the work produced?
- How can you distinguish between ‘exceptional’, ‘superior’ ‘proficient’ and ‘satisfactory’ in each of the learning areas?