A rubric is a document or table that expresses performance expectations for a particular activity or task. The most common use of rubrics is to norm an assessment instrument to be used consistently for many students. Your instructors use them regularly to communicate the criteria on which they will evaluate your performance on class assignments. They are guiding tools for both the evaluator, since they allow consistency in grading, and for the person performing the task, who now has a definition of quality to work toward.
For the video portion of your Final Project assignment, you will individually create a rubric by which your Feedback Group can provide formative assessment of your video (which is due in Week 8). Your rubric will be custom designed for your video alone and is not intended to be used for the entire class. Look ahead to ensure you are aware of the requirements of the video assignment. The potential benefits to creating and sharing this rubric with a feedback group are:
1. Diverse Approaches. When all rubrics are shared across the Feedback Group, you should be able to analyze them for similarities and differences. It will not be difficult for you to draw conclusions about what a rubric might have looked like if the group had designed it together. Note: There is no intent for a co-created rubric as that would obviate the goal of looking for diverse approaches. Please treat this as an individual assignment.
2. Custom Evaluation. Writing your own rubric permits you to set the criteria on which you want to be evaluated. Your self-knowledge may drive an emphasis on logic models, while another person’s rubric may emphasize choice of language to explain evaluation methodology.
3. Formative Feedback. As your group members score your rubric (the one you designed for feedback for yourself), you should receive ideas about improvements you can make in your plan. That will match the purpose of formative feedback. Reflect on how you can design the rubric so that you receive valuable information.
4. Outcomes Approach. You will no doubt form opinions about your own and your peers’ instruments. If you were the instructor for a class doing a similar project, how would you develop a rubric appropriate to student learning outcomes? How would you relate learning outcomes with course outcomes? How would you approach alignment of outcomes with institutional or accreditation expectations?
TO PREPARE:
Review the Learning Resources and Course Announcements.
Survey online tools for support in rubric creation (there are free ones) or design your own rubric in an electronic document or spreadsheet.
Carefully consider the criteria most important in evaluating your Final Project Video. Remember, this rubric will be used in Week 8 by your peers to provide feedback on your video; therefore, your rubric should be customized to your own need for formative feedback. (And in Week 8, you will use the rubrics they design to provide feedback to them.)
Select criteria and a rating scale using guides from reputable websites, peer-reviewed or professionally reviewed publications, and examples from the web as well as your Walden courses.
Respond to all bullet points in the prompt.
BY DAY 4
Post the rubric you created for evaluation of your Final Project Video. Submit your rubric as an attachment or link.
In a short commentary accompanying the rubric, cite your sources for decisions about type of criteria, number of levels in the rating scale, labels for the rating scale, and descriptors of performance (typically the text that appears in the cells).
Reading source
Berkeley Center for Teaching and Learning. (2021). Rubrics.Links to an external site.https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/rubrics
