Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning - Softcover

"'This wonderfully compact introduction to rubrics will serve higher education teachers well regardless of discipline or level of instruction. Stevens and Levi take the reader through the process of constructing rubrics, varied forms of rubrics, and a multitude of ways to use rubrics. I especially applaud the student-centered approaches to rubric development. When departments or groups of faculty use rubrics as described in this book, they will indeed achieve the 'academic currency' sought today in higher education.' -- Amy Driscoll, director of Teaching, Learning and Assessment at California State University, Monterey Bay 'A total gap has long existed in higher education for a user's reference that aids in the important task of design and use of rubrics. Stevens and Levi are the first to step forward to fill this gap, which in itself would make the book a success. Its strengths are in the detail and extensive examples. As the title states, this is a book that emphasizes the tool and methods of use. It serves as a valuable resource for the new user in a content discipline and belongs in every faculty developer's library.' -- Edward Nuhfer, Director, Center for Teaching and Learning, Idaho State University. 'I was thrilled to come across this book, as there are so few texts out there that address the use of rubrics in the college classroom. Stevens and Levi have done a laudable job of conveying the rationale for using such a grading tool in higher education, and have provided, generously, many outstanding examples. What I find most compelling is that it is so much more than an introduction: Stevens and Levi provide an effective blueprint for the creation of one's own customized rubrics. This a much-needed new resource.' -- Adrielle A. Mitchell, Department of English, Nazareth College"

You need rubrics if: you find yourself repeating the same comments on most student papers; you worry that you're grading the latest papers differently from the first; you're concerned about communicating the complexity of a semester-long assignment; you question the consistency of your and your colleagues' grading scales; and grading is taking up far too much of your valuable time. Research shows that rubrics save professors' time while conveying meaningful and timely feedback for students, and promoting self-regulated and independent learning. The reason rubrics are little used in higher education is that few faculty members have been exposed to their use. At its most basic a rubric is a scoring tool that divides an assignment into its component parts and objectives, and provides a detailed description of what constitutes acceptable and unacceptable levels of performance for each part. Rubrics can be used to grade any assignment or task: research papers, book reviews, participation in discussions, laboratory work, portfolios, oral presentations, group work, and more. This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching. The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation. They demonstrate how interactive rubrics - a process involving assessors and the assessed in defining the criteria for an assignment or objective - can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.