Build an effective rubric

Rubrics, as covered previously, contain a set of standards, such as Distinction or Credit, with descriptors that define what student work looks like at each level, and for each criteria. Each row is a verbal description of a mastery continuum, with set levels (standards) that are ‘matched’ to expectations of that level. Having a few student exemplars at each level aids in creating more consistent marking by providing benchmarks. Exemplars also help to remove the subjective nature of some of the words or phrases that may have been used.

Ranged rubrics allow for a start and end points to be assigned. In the table below, Row 1 shows the percentage distribution or weight of each column. Row 2 shows all full and half marks as possible. Row 3 only has full marks, and Row 4 shows variation. What variation is used will depend on the capabilities of the rubric tools used, the assessment task, the wording of the rubric, the marking team, and also what variation is expected and (later) seen in student work. These will be individual choices based upon factors surrounding the assessment. Chapter 14 in Teaching for Quality Learning at University (2022) by Biggs, Tang and Kennedy has several quality examples of rubric formats with a range of assigned marks.

Feedback from markers and students should feed into future iterations of the marking guide for continuous improvement. When the assessment changes or the task is updated, then the rubric should also be updated.

Refer to Set up and grade using Moodle rubrics and Set up and grade using Moodle rubrics.