Hier erfahren Sie, wie Sie die Leistung der Schüler mithilfe von Rubriken effektiv bewerten können.

Before one starts creating a rubric, it will be helpful to read your institutions guidelines on rubric creation. Your institution could have specific needs and issues that they hope teachers can address through the rubric. If possible, ask your colleagues to share their rubrics with you, so that you have some examples and standards of rubrics to follow. Ask your colleagues for advice as well, in terms of what makes a good quality rubric.

Rubrics are an effective way to grade student assignments, as they help fairly evaluate the potential of their output. First, one should clearly define and state the rubrics and objectives that need to be met for the class. Then, enhance student performance by targeting specific aspects of the rubrics while preparing them for the assignment. This approach gives students confidence as they complete their work. In summary, rubrics should reflect the course objectives and assessments, focusing on the desired outcomes students should showcase.

Para empezar la rubrica definitivamente es una herramienta útil que como tutor y docente, debes utilizar. Estas nos permiten realizar una evaluación objetiva de los estudiantes y a la vez, dar una retroalimentación. Pero hay que tener cuidado al crear las rúbricas, ya que deben estar alineadas con el plan de trabajo, los objetivos y la metodología utilizada; todo va de la mano a la planificación que tengas con el grupo. Esta rúbrica no solo debe ser manejada por el docente, se le debe presentar a los estudiantes y que tengan claros cuales son los objetivos y parámetros a evaluar, dejando por sentado si existe o no alguna duda al respecto.

Este punto es interesante, al crear criterios se necesita comprender el nivel de los estudiantes y también definir lo que se busca. En un principio puede costarle al docente, puede que sea muy exigente y haga unos criterios muy rígidos, o cree unos criterios complacientes. Pero con el paso del tiempo se va ganando más experiencia y creará criterios simples pero muy objetivos. Hay reglas básicas que se deben cumplir al crear los criterios de una rúbrica como: debe ser lo suficientemente clara y entendible para todas las partes involucradas; debe ser objetiva y garantizar la uniformidad de condiciones para todos los estudiantes; permite que el estudiante tenga una retroalimentación y una autoevaluación, estas son algunas generalidades.

The criteria created could follow a general standard that is divided along levels or degrees, as well as a few categories of analysis that one would like to assess. For example, cogency, originality, language, and rigorosity of research could be different criteria that could be chosen as categories to assess students. Specifics of the criteria should also be written in a way which addresses the academic objectives that you want to achieve, but not written too specifically in terms of targetting the type of content that you want to see from your students. In other words, specifics should centre around the standards that you want students to achieve (or that you deem as undesirable).

Rubrics typically consist of several levels or categories that describe different levels of performance or achievement. The exact number and labels of these levels can vary depending on the specific rubric and its purpose, but they generally follow a progression from lower to higher achievement. Always need to follow the Institutional policies to generate rubrics. Levels of rubrics are: 1. Novice/ Beginning/Basic 2. Developing/ adequate 3. Competent/ Good 4. Advanced/ Excellent 5. Mastery/ Outstanding. Can change the levels as per the requirement of course.

For instance, if you are grading a research paper, your performance levels for the “Argument” criterion might be: - Excellent: The argument is compelling, thoroughly developed, and supported by strong, relevant evidence. It demonstrates deep understanding and original thinking. - Good: The argument is clear and well-supported but may lack depth or originality. It shows a good understanding of the topic. - Fair: The argument is present but somewhat vague or underdeveloped. It is supported by some evidence but lacks consistency or relevance. - Poor: The argument is unclear or poorly developed, with little to no supporting evidence. It demonstrates limited understanding of the topic.

While as a teacher you understand terms used for rubrics, the descriptors help a student understand what they need to specifically work on. The students then can look at their work critically before submission to check which grade their work would get. The descriptors act like a checklist for students to review their own work before submission.

Consistency is one of the hardest parts of the rubric because every assignment and paper that you mark is so different, as each student has their unique strengths and problems. There is thus a need to balance between a fair application of the rubric and the individualisation of grading in order to provide useful assessments to student. I usually try to keep my application of the rubric consistent and flexible, so that there is more leeway to my standard of consistency. If you are too narrow and rigid with consistency, this could cause you to mark to strictly, missing out the good points of studnets' work which may not be covered by the rubric.

In addition to assigning scores, use the rubric to provide constructive feedback. Highlight the strengths and areas for improvement in each criterion. For example, if a student’s presentation was well-researched but lacked engagement, point out what they did well in their research and suggest ways to enhance their delivery. Detailed feedback helps students understand their performance and provides guidance on how to improve. It encourages a growth mindset, where students see feedback as an opportunity to learn and develop their skills.

Gather feedback from students and colleagues on how well the rubric works and where it might be improved. For instance, you might find that certain criteria need to be more specific or that additional performance levels are needed to capture the range of student work. Continuous improvement of your rubrics helps keep them aligned with evolving course objectives and student needs. It also ensures that they remain clear, fair, and useful tools for evaluating student performance.

Know them as you have liked and preferred as a student that you professor knows you as a person. I refused to be only the administrative number. Students are human beings not robots or prisoners. Education and knowledge transfer is a process based on a deep two way empathy. Progress monitoring and reporting is only a rather simple technical method in teaching.

Share the rubric with your students before they begin the assignment. This transparency helps them understand what is expected and how their work will be evaluated. Discussing the rubric in class can also clarify any questions and ensure that students are fully aware of the criteria and performance levels.

Creating a detailed rubric that outlines specific criteria for each assignment is key. This helps students understand exactly what is expected of them. I believe it’s important to use clear, concise language and define what constitutes different levels of performance for each criterion. Sharing the rubric with students before they begin the assignment can also be really helpful. It guides their work and lets them know how they’ll be assessed. As I grade, I use the rubric to provide specific feedback, highlighting strengths and areas for improvement. This not only makes grading more objective but also helps students understand how they can improve.

The idea of Rubric is good. Actually we are gauging the students performance. But, it may show a low score or poor performance. Gauging is needed for comparison. Rubric will give a better result. Before gauging, making the student to understand its necessity will give some meaning. Or else it may create differences among the students since some are vulnerable here.