Creating Rubrics
Creating rubrics requires faculty to articulate often unspoken assumptions about student learning. Have we thought carefully about why we’re assigning a particular activity or is it because that’s what we did when we 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 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 our expectations. A rubric makes those expectations explicit. Here’s where to start: