Uses a wide range of very appropriate current sources, both texts and journal articles.
Demonstrates creativity in finding appropriate and relevant sources. It helps faculty to articulate, and students to understand, the qualities faculty are looking for in [their students’ work].
For instance, you might describe your category as follows: Background Research involves the ability to uncover, analyse and synthesize the breadth and depth of the topic through the use of contemporary text and journal literature, beyond the readings assigned for the course.
Note that Category Descriptions should be: Overlapping categories or indistinct definitions will result in ambiguity in scoring.
Once each category has been described, you can then define the Weighting Criteria.
For the Background Research example, you might weight it as follows: 5 = Shows excellent grasp of the breadth and depth of the topic.
A rubric is simply an evaluative measurement system or scheme.
Rubrics can be used anywhere evaluation is required, such as staff performance, interviewing job applicants, designing a survey, rating the safety of products and, in academia, assessing student work.
However, because the individual numbers are not described, a minimal rubric provides little guidance [and] many students are still likely to ask why they got a [particular grade]." (Walvoord & Anderson, 2006, p.
39) It’s not absolutely necessary to have your Weighting Criteria defined so extensively or precisely.