Creating Rubrics
Creating rubrics requires faculty to articulate often unspoken assumptions about student learning. Have they thought carefully about why they’re assigning a particular activity or is it because that’s what they did when they were students? There isn’t one-size-fits-all guidance on how to create a rubric, but there are fundamental questions faculty need to answer no matter their approach. Namely, what do students need to learn, how will they learn it, and how will faculty know?
You already have an implicit idea of your expectations. A rubric makes those expectations explicit. Here’s where to start: