Rubrics
A rubric is an assessment matrix used to score or provide feedback on a participant’s performance. Rubrics can be used for a variety of work: papers, projects, oral presentations, group projects, demonstrations, etc. A rubric may be appropriate when a multiple-choice test would not provide an accurate measure of participant learning.
A rubric lists the major components or elements of a performance and establishes a scale for quality. Explicit descriptions of the work expected at the different levels of a quality scale are provided for each element so that each element can be scored separately. Higher quality work receives more points than lower quality work. Additional weight can be assigned to more important elements, and the final score is based on the total points.
Rubrics are beneficial to both instructors and participants. The explicit descriptions in a rubric give participants a clear understanding of what is expected from them. They also can get a better idea of their strengths and weaknesses and can use that information to direct their learning. Rubrics also help instructors grade more consistently by requiring them to rely on the rubric descriptions instead of assigning their own values to participant performances. While rubrics do have their advantages, they are also time consuming to create, explain, and use. Writing multiple performance descriptions for each element takes time. Explaining the rubric to learners takes time. Reviewing a report or performance and rating the quality of each of its elements takes time. If more than one person will be using the rubric to grade, it also take time to train each person to make sure they are consistent in their scoring.
Example
Instructors for the NHI “Instructor Development Course” use a rubric to assess participants when they give their final training presentation. The rubric is based on behaviors demonstrated by competent instructors. Table 6 displays the rubric grading scheme and definitions for the different levels of mastery. Figure 52 shows an excerpt from the classroom management portion of the NHI instructor rubric.
| Score | Performance Metric Definitions |
|---|---|
|
3 |
Excellent – Performance exceed the expectations and demonstrates complete mastery |
|
2 |
Acceptable — Performance meets the expectations and demonstrates competency |
|
1 |
Marginal — Elements of competency were exhibited but performance does not demonstrate master |
|
0 |
Unacceptable—Performance was expected but not demonstrate |
|
Passing requirements |
Trainer must achieve at least one “Excellent” in each section and receive no less than “acceptable” for each competency skill. |
Source: NHI (2018).
| Skill | 3—Excellent | 2—Acceptable | 1—Marginal | 0—Unacceptable |
|---|---|---|---|---|
|
Use of room |
Moves around the room to engage and encourage participant without being a distraction. Directs dialog and focuses on all participants in the room. Allows for participants to see instructor at all times. |
Moves around the room to encourage participant and engages participants. |
Limited movement around the room. Directs dialog to one section of the room or single participant. |
Instructors from the front of the room: behind the lectern or stands in front of the screen. |
|
Manages disruptions |
Instructor manages disruptions effectively that could interfere with learning (e.g., side-bar conversations, disruptions). Instructor has the ability to reengage participants to maintain class order and schedule. |
Instructor manages disruptions effectively that could interfere with learning (e.g., side-bar conversations, disruptions). |
Instructor does not constantly manage disruptions that interfere with learning (e.g., side-bar conversations, disruptions). |
Instructor does not attempt to manage any disruptions that interfere with learning (e.g., side-bar conversations, disruptions). |
| Section Total |
Source: NHI (2018).