Rubrics are regularly implemented to evaluate student work. They are often composed of columns outlining the assessment’s evaluation criteria, the quality definitions and a scoring strategy. They can permit the standardisation of an assessment process across different lecturers in one module, or different modules, while at the same time can be designed to provide students with feedback on their submission. There are discussions on rubrics being complete teaching resources, versus solely being scoring tools, as they could become reflection objects during meetings between lecturers and students.
Below please find videos for creating and setting up rubrics in both the Moodle and Blackboard virtual learning environments.
- Menéndez-Varela, J.-L., & Gregori-Giralt, E. (2015). The contribution of rubrics to the validity of performance assessment: a study of the conservation–restoration and design undergraduate degrees. Assessment & Evaluation in Higher Education, 2938(November), 1–17.
- Popham, W. J. (1997). What’s Wrong- and What’s Right-With Rubrics. Educational Leadership.
- Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435–448.