Criteria-Based Assessment Rubric: What It Is and How to Create It

Contents:

• What is a rubric and descriptors in criteria-based assessment
• What are the approaches to developing criteria
• What stages does rubric development consist of?
• What types of rubrics exist?
• How to choose the optimal type of rubric and determine the number of criteria for assessment
• How to convert criteria-based assessment to a five-point system

What is a Rubric and Descriptors in Criteria-Based Assessment?

Criterion-based assessment is based on the use of clearly defined criteria that are known and understood by all participants in the educational process. One of the main elements of this assessment method is the rubric. Rubrics help establish transparent standards for assessment, which contributes to a more objective and fair approach to determining student achievement. The systematic use of criteria-based assessment improves the quality of the educational process and provides a deeper understanding of expected learning outcomes.

A rubric in criteria-based assessment is a system of parameters (criteria) by which a student's work is assessed. These criteria help determine what specific skills and knowledge the student has acquired. Using rubrics helps objectively assess the level of achievement of learning goals and facilitates a more transparent feedback process between teachers and students.

The levels of achievement for each criterion and the individual actions they comprise are described using descriptors. These descriptors illustrate what an ideal result should look like and the steps needed to achieve it. Correctly understanding and applying descriptors allows for more accurate assessment of progress and the achievement of goals.

Each descriptor is assigned a specific number of points. When assessing a student's work, all points received are summed up and converted into a final grade. This refers to summative assessment, which is used to measure learning outcomes over specific periods of time, such as a quarter, a semester, or at the end of a section or course. Summative assessment allows for an objective assessment of students' knowledge and skills, as well as the identification of areas requiring additional attention.

What are the approaches to developing criteria?

Assessment criteria are formulated in different ways, which makes it difficult to develop a common understanding of the criteria-based assessment system. Simon Barry, Angela Brew, and Mary McCulloch, researchers at the Institute of Teaching and Learning at the University of Sydney (Australia), conducted an empirical study and a survey of teachers, which resulted in the identification of seven different approaches to developing criteria. These approaches can significantly influence the assessment process and the development of educational standards. Understanding the different ways of formulating assessment criteria helps teachers more effectively assess academic achievement and improve the quality of the educational process.

• A set of rules to follow when completing an assignment.
• A description of the specific product that the student must create as part of the assessment activity.
• A description of the elements taken into account during assessment.
• The teacher's individual opinion regarding the work completed by the student.
• Abstract statements about the qualitative characteristics of the work using words such as "good," "excellent," "interesting," "not enough," and so on.
• An approximate description of the result of the assignment, illustrated by specific examples of its implementation.
• Complex and verbose descriptions of specific levels of completion of the assessment task.

At our school, when developing assessment criteria, we primarily focus on the planned educational outcomes. This means that with the help of the rubric, we evaluate exactly those skills and knowledge that we provide to students. In this article, I will discuss and provide examples of how to properly create such a rubric, how to use it to assess student achievement, and how to convert the results into grades, if necessary.

What are the steps involved in developing a rubric?

To create a criterion-referenced rubric, you need to follow several key steps. First, define the goals and objectives of the assessment so that you clearly understand what skills and knowledge you intend to assess. Then, develop the criteria that will be used for assessment, ensuring they are clear and specific. Next, create a description of the level of achievement for each criterion to ensure an understanding of what is expected of students. It is also important to test the rubric in practice to ensure its effectiveness and usability. Finally, be sure to periodically review and update the rubric in accordance with changes in educational standards or teaching methods. A properly compiled criteria-based assessment rubric contributes to a more objective and transparent assessment of learning outcomes.

• Step English: 1st — setting the learning goal that students need to achieve.
• Step 2 — formulating the expected learning outcomes. They specify the learning goal and describe what exactly students should know and be able to do. Basic learning outcomes are enshrined in state educational standards (FSES) and federal educational programs (FEP) for each level of education.
• Step 3 — choosing a task that will allow the most complete assessment of the expected learning outcomes.
• Step 4 — drawing up criteria that are based on the learning outcomes and correspond to the selected task. Each outcome may include one or more criteria. And the students themselves can be involved in their formulation.
• Step 5 — describing and specifying the criteria using descriptors and assigning points to them, if necessary. For example: 0 — learning action not completed; 1 — completed. Another option: 0 — learning action not completed; 1 — requires revision; 2 — Fully completed.
• Step 6 — Combining criteria, descriptors, and points into a rubric.

The rubric is provided to students for review, allowing them to thoroughly study the criteria before completing the assignment. After the assignments are submitted, the teacher uses the rubric for assessing and grading, especially in the context of summative assessment. This approach promotes a more transparent and objective assessment process and helps students better understand the expectations and requirements for completing the assignments.

The table below provides an example of a learning objective, learning outcome, criteria, and descriptors used in criterion-based assessment in a high school chemistry course. In this example, seven descriptors are provided, allowing the student to receive a maximum grade of 7. The next section will explain how to convert these points to a five-point system for traditional grading.

What types of headings exist

There are three main types Rubrics: holistic, analytical, and threshold. Holistic rubrics evaluate the work as a whole, taking into account the overall result. Analytical rubrics detail the assessment, breaking the work down into individual criteria and providing a more in-depth analysis. Threshold rubrics define the minimum criteria that must be met for a successful assessment. Each of these rubric types serves its own purpose and facilitates objective assessment of work. A holistic rubric provides an opportunity for a comprehensive assessment of student performance. Instead of applying separate criteria for each significant component of the assignment, this rubric includes a single, general criterion. Descriptors in this rubric describe varying levels of compliance of the final result with the established criterion, allowing for a more accurate and comprehensive assessment of student achievement. This approach promotes a more holistic perception of the results and helps to identify the strengths and weaknesses of the work.

The analytical rubric allows you to highlight key aspects of a student's work and evaluate each one using individual criteria. This helps to more accurately and objectively assess knowledge and skills, and also promotes the development of critical thinking in students. Using an analytical rubric allows teachers to analyze in detail the strengths and weaknesses of their work, which in turn contributes to more effective teaching.

A threshold rubric focuses on various aspects of performance, but differs from an analytical rubric in that criteria and descriptors are defined exclusively for the threshold level of the performance. Columns pertaining to levels below and above the threshold are left blank and are filled in only when evaluating a specific piece of work. This type of rubric is effectively used for providing written feedback. Threshold rubrics clearly define the minimum requirements and help both assessors and students better understand expectations and goals.

How to Choose the Optimal Rubric Type and Determine the Number of Assessment Criteria

The level of detail in a rubric, as well as the number of criteria and descriptors, depend on many factors. First of all, it is necessary to analyze the learning objectives of the courses and determine the learning outcomes. The quality and quantity of assessment materials also play a key role in developing a criteria system. By creating a step-by-step plan of learning activities for a specific assignment, the instructor will be able to form an appropriate set of criteria and descriptors for its assessment. This will ensure a more accurate and objective assessment of learning outcomes and help achieve the set goals.

When choosing a course of study, it is important to consider its level. In basic-level courses, it is advisable to use holistic rubrics, as well as analytical and threshold approaches with a limited number of criteria. For advanced programs, the content requires a more detailed description, which implies the use of specialized learning activities. This, in turn, leads to an increased number of criteria and descriptors that allow for a more accurate assessment of the level of material mastery. This approach provides a deeper understanding and assessment of student progress throughout the learning process.

How to convert criteria-based grading to a five-point system

There are several methods for converting data into a quantitative format that can then be converted to a five-point system, which is especially relevant for assigning grades to certificates. These methods allow for effective performance evaluation and simplify the grading process. The use of such approaches helps to ensure objectivity and standardization of assessment, which is important both in the educational field and in other areas where quantitative measurement is required.

• Percentage-based assessment, in which the maximum compliance with the criterion is taken as 100%, and threshold levels are introduced, for example, 25, 50 and 75%.
• Percentage-range assessment, when each level of achievement is assigned a range in percentages: for example, the highest level is 75-100%, satisfactory - 50-74%, and so on.
• Point-based assessment - a point scale is formed on which the maximum number of points that a student can score and threshold values ​​are set.
• Point-range assessment, in which each level of achievement corresponds to a certain range of points scored.

There are services that automatically convert the total score into A 100% grading scale or a point-based assessment that displays the ratio of different parts of the work and the assessment based on various criteria. One such tool is the Blackboard LMS, as well as the online service Quick Rubric, designed for developing criterion-based rubrics. These platforms help simplify the process of assessing and analyzing academic achievements, providing a more accurate and objective understanding of student performance.

At our school A percentage-based grading system is used. The analytical rubric shown in the example includes three criteria for which a student can receive a maximum of 6 points, which equals 100%. The student's score, expressed in points, is converted into a percentage, which is then recorded in the gradebook. The grade for the academic period, which in our school is defined as a semester (in other institutions, this may be a quarter or trimester), is also expressed as a percentage. It is calculated as the average of all grades received by the student on summative assignments during the specified period. The conversion of grades to percentages on the five-point system is carried out exclusively for completing certificates. The following scale is used: 85% and above corresponds to a grade of "5," the range of 70-84% corresponds to a grade of "4," and the range of 50-69% corresponds to a grade of "3." This approach ensures transparency and objectivity in student assessment, which contributes to their motivation and desire for success.