ScoringRubrics

[FORWRITTENASSIGNMENTSANDORALPRESENTATIONS]
DianeEbertMay
LymanBriggsSchool
DepartmentofBotanyandPlantPathology
MichiganStateUniversity
WHYUSERUBRICS?
Hasastudenteversaidtoyouregardinganassignment,But,Ididntknowwhatyouwanted!
orWhydidherpapergetanAandmineaC?Studentsmustunderstandthegoalswe
expectthemtoachieveincourseassignments,andimportantly,thecriteriaweusetodetermine
howwelltheyhaveachievedthosegoals.Rubricsprovideareadilyaccessiblewayof
communicatinganddevelopingourgoalswithstudentsandthecriteriaweusetodiscernhow
wellstudentshavereachedthem.
WHATISARUBRIC?
Rubrics(orscoringtools)areawayofdescribingevaluationcriteria(orgradingstandards)
basedontheexpectedoutcomesandperformancesofstudents.Typically,rubricsareusedin
scoringorgradingwrittenassignmentsororalpresentations;however,theymaybeusedtoscore
anyformofstudentperformance.Eachrubricconsistsofasetofscoringcriteriaandpoint
valuesassociatedwiththesecriteria.Inmostrubricsthecriteriaaregroupedintocategoriesso
theinstructorandthestudentcandiscriminateamongthecategoriesbylevelofperformance.In
classroomuse,therubricprovidesanobjectiveexternalstandardagainstwhichstudent
performancemaybecompared.
WHATISINVOLVED?
InstructorPreparationTime:MediumtoHigh
PreparingYourStudents:Continuous;butstudentscatchonfairlyquickly
ClassTime:Variable.Asstudentsuserubrics,theybecomebetterwritersandoral
presenters;hencethetimeinstructorsspendevaluatingstudentsworkisreduced.
Disciplines:All
ClassSize:All.Rubricsareeasytouseinsmallclasses,andareparticularlyusefulin
largeclassestofacilitatescoringlargenumbersofwrittenororalassignments.
Individual/GroupInvolvement:Both.
AnalyzingResults:Thelevelofanalysisdependsontheinstructorsintendedgoalofthe
assessmenttaskandthetypeofdatadesiredaboutstudentsperformance.Fordetailed
analysisofstudentsresponses,eachsectionoftherubriccanbescoredindependently
thentotaled.Foraholisticanalysisofstudentsresponses,allsectionsoftherubriccan
beblendedandanoverallscoreassigned.

OtherThingstoConsider:Rubricsmustbereadilyavailabletostudentsbeforethey
beginanassignmentorwrittentest.Postingrubricsonthewebandincludingtheminthe
coursepackforinclasswritingpromotestheirusefulness.

Contents

Description
AssessmentPurposes
Limitations
TeachingandLearningGoals
SuggestionsforUse
StepbyStepInstructions
Variations
Analysis
ProsandChallenges
TheoryandResearch
Links
Sources
DianeEbertMay

Description
Example1.ScoringRubricforQuizzesandHomework
LevelofAchievement
Exemplary
(5ptsquizzes)

GeneralApproach
Addressesthequestion.
Statesarelevant,justifiableanswer.
Presentsargumentsinalogicalorder.
Usesacceptablestyleandgrammar(no
errors).

Adequate
(4ptsquizzes)

Doesnotaddressthequestion
explicitly,althoughdoesso
tangentially.
Statesarelevantandjustifiable
answer.
Presentsargumentsinalogicalorder.
Usesacceptablestyleandgrammar
(oneerror).
Doesnotaddressthequestion.
Statesnorelevantanswers.
Indicatesmisconceptions.
Isnotclearlyorlogicallyorganized.
Failstouseacceptablestyleand
grammar(twoormoreerrors).

NeedsImprovement
(3ptsquizzes)

NoAnswer(0pts)

Comprehension
Demonstratesanaccurateand
completeunderstandingofthequestion.
Backsconclusionswithdataand
warrants.
Uses2ormoreideas,examplesand/or
argumentsthatsupporttheanswer.
Demonstratesaccuratebutonly
adequateunderstandingofquestion
becausedoesnotbackconclusionswith
warrantsanddata.
Usesonlyoneideatosupportthe
answer.
Lessthoroughthanabove.
Doesnotdemonstrateaccurate
understandingofthequestion.
Doesnotprovideevidencetosupport
theiranswertothequestion.

AssessmentPurposes

Toimprovethereliabilityofscoringwrittenassignmentsandoralpresentations
Toconveygoalsandperformanceexpectationsofstudentsinanunambiguousway
Toconveygradingstandardsorpointvaluesandrelatethemtoperformancegoals
Toengagestudentsincriticalevaluationoftheirownperformance.

Limitations

Theproblemofcriteria:Onechallenge(orpotentiallimitation)indevelopingandusing
rubricsisthatofdescribingperformanceexpectations,anddefiningthecriteriathat
differentiateseverallevelsofperformance.Quantitativedescriptorsmaybehelpfulin
differentiatingamongperformancelevels,e.g.,provide2examplesofevidencethatsupport
theconclusion...,orzerogrammaticalerrors.Whereasvariablessuchasvagueor
concise,mustbedescribedclearlysothatstudentsseethedifferencesbetweenastatement
thatisvagueandastatementthatisconcise.Bycarefullydescribingourperformance
expectationsanddefiningthecriteriaweusetodifferentiatelevelsofperformance,ourrole
asevaluatorsbecomeseasier,moreinformative,andmoreusefultoourstudentsandus.
Theproblemofpracticeandregularuse:Noassessmenttooliseffectiveifitisnotused
onaregularbasis.Rubricsaremosteffectivewhenwepracticeusingthemwithourstudents
overandoveragain.Developingeffectiverubricsrequiresrevisionbasedonfeedbackfrom
students.Thebestrubricsareproductsofaniterativeeffort.

Example2.ScoringRubricforGrantProposals(35pointspossible)
Levelof
Achievement

Exemplary

General
Presentation(10
pointspossible)

Conceptual
Understanding(10
pointspossible)

Argument
Structure(10
pointspossible)

Useofliterature
andpertinent
resources(5points
possible)
(10 pts.)
(10 pts.)
(10 pts.)
(5 pts.)
Provides a clear and Demonstrates a
Provides strong,
Follows proper
thorough
clear understanding
clear, convincing
format in providing
introduction and
of the LTER site and statements (i.e.
citations.
background
the proposed
conclusions) of the Uses data and/or
research.
reasons the proposed information relevant
States a specific,
research is
Uses a broad range
testable research
to the proposed
important and
question
of information to
research
should
be
funded.
build
and
support
Provides clear
Provides relevant
arguments.
explanation of
evidence to support
Demonstrates a
proposed research
conclusions.
methods
good understanding
of the implications Provides reasons for
Presents rationale
of the data and/or
the legitimacy of the
and significance of
evidence (i.e.
proposed research in information.
warrants) that
the form of a wellenable conclusions.
structured, logical
argument.
Uses acceptable style


Adequate

Needs
Improvement

and grammar (0
errors)
(8 pts.)
Provides an
introduction and
background that is
only somewhat
significant to the
experiment.
States a clear, but
untestable research
question.
Provides an
adequate
explanation of
proposed research
methods
Shows some effort to
present the rationale
and significance of
proposed research in
the form of a wellstructured argument.
Uses adequate style
and grammar (1-2
errors)
(6 pts.)
Provides an
introduction and
background that is
insignificant to the
experiment.
States a vague,
untestable research
question.
Provides an
unorganized
explanation of
proposed research
methods
Presents rationale
and significance of
proposed research in
the form of a weak,
unstructured
argument.
Fails to use
acceptable style and
grammar (>2 errors)

TeachingandLearningGoals

(8 pts.)
(8 pts.)
(4 pts.)
Demonstrates a
Provides statements Follows proper
partial
(i.e. conclusions)
format in providing
understanding of the explaining the
citations, but not
LTER site and the
reasons the proposed consistently
proposed research.
research is
throughout the
important and
proposal.
Uses a information
should be funded,
Uses limited number
from only 2 or 3
but weak evidence to of sources of data
sources to build and
support conclusions
support arguments.
and/or information
and no warrants.
relevant to the
Demonstrates a
proposed research.
partial
understanding of the
implications of the
data and/or
information.

(6 pts.)
(6 pts.)
(3 pts.)
Does not
Provides statements Does not follow
demonstrates an
(i.e. conclusions)
proper format in
understanding of the explaining the
providing citations.
LTER site and the
reasons the proposed
proposed research.
research is
important and
Uses less than two
should be funded,
sources to build and
but no evidence to
support arguments.
support conclusions
Does not appear to
and no warrants.
understand the
implications of the
data and/or
information.

Studentslearntocommunicateaboutscienceinavarietyofwaysandespeciallyimprovetheir
writingskills.Thequalityofstudentsreasoningandlogicincreases.Instructorsgatheravariety
ofdataaboutstudentsunderstandingandperformance.

SuggestionsforUse

IdesignrubricsforthemultipleformsofassessmentIuseinmycourses:shortwritingsamples,
essays,posterdisplays,researchpapers,publichearingpapers,oralpresentations,weekly
homeworkassignments,andconceptmaps.Eachrubricstandsonitsown,butthegeneral
criteriainmanyrubricsaresimilar.Forexample,rubricsforwrittenassignmentshavethesame
criteriaforacceptablestyleandgrammar;responsesmustaddressthequestion,andarguments
mustbepresentedinalogicalorder[compareFigures1and3].Alternatively,arubricdesigned
toevaluatethemechanicsofaposterdisplaymayincludeachecklisttoguidethestudentin
developingallofthesectionsoftheposter.Eachcomponentofthepostershouldthenhave
additionalcriteriaforevaluation.Forexample:Whatarethecriteriaforthetitleofaposter?Is
thetitleinformative?Arespecifickeywordsused?
Example3.ScoringRubricforEssayQuestions
LevelofAchievement
Exemplary(10pts)

GeneralPresentation
Provides a clear and thorough
introduction and background
Addressesthequestion
Addressesthequestion
Presentsargumentsinalogical
order
Usesacceptablestyleand
grammar(noerrors)

Reasoning,Argumentation
Demonstratesanaccurateand
completeunderstandingofthe
question
Usesseveralargumentsandbacks
argumentswithexamples,datathat
supporttheconclusion

Quality(8pts)

Combinationofabovetraits,but
lessconsistentlyrepresented(12
errors)
Sameasabovebutlessthorough,
stillaccurate

Usesonlyoneargumentand
examplethatsupportsconclusion

Adequate(6pts)

Doesnotaddressthequestion
explicitly,thoughdoesso
tangentially
Statesasomewhatrelevant
argument
Presentssomeargumentsina
logicalorder
Usesadequatestyleandgrammar
(morethan2errors)

Demonstratesminimal
understandingofquestion,still
accurate
Usesasmallsubsetofpossible
ideasforsupportoftheargument.

Needsimprovement(4pts)

Doesnotaddressthequestion
Statesnorelevantarguments
Isnotclearlyorlogically
organized
Failstouseacceptablestyleand
grammar

Doesnotdemonstrate
understandingofthequestion,
inaccurate
Doesnotprovideevidenceto
supportresponsetothequestion

NoAnswer(0pts)

StepbyStepInstructions

Therearemanyroutestodevelopingausefulscoringrubric,however,alloftheminvolvethe
followingfivesteps:
Developthegoalsforyourcourseanddailyclassmeetings
Selecttheassessmenttasksthatprovidedataalignedwiththegoals
Developperformancestandardsforeachofthegoals
Differentiateperformances(categories)basedonwelldescribedcriteria.
Rate(assignweightorvalueto)thecategories
0Toprovideausefulexampleofhowthesestepsplayoutinarealworldcontext,Iwill
describehowIdevelopedrubricsformyownintroductorybiologyandecologycourses.
0
0
1.Idevelopedthegoalsformycourseanddailyclassmeetings.Keepinmindtheassessment
tasksmustbelinkedtostudentlearninggoalsandoutcomes.Sowritinggoalsisthefirststep.
Theseareexamplesofstemsandsamplegoalsfromintroductoryecologyorbiologycourses:
Studentswillbeabletodemonstratetheirabilityto:

utilizescienceasaprocess
communicateanunderstandingofandlinksamongbiologicalprinciples
writeabout,criticizeandanalyzeconceptsinbiology
usetheprocessofscientificinquirytothinkcreativelyandformulatequestionsaboutreal
worldproblems
applycontentknowledgeintheresolutionofrealworldproblems
reasonlogicallyandcriticallytoevaluateinformation
arguesciencepersuasively(inbothwrittenandoralformat)
illustratetherelevanceofecologytoyourlivesbyapplyingecologicalknowledgeinthe
resolutionofrealworldproblems

2.Iselectedtheassessmenttasks.
Whattypeofassessmentwillprovidemedataaboutstudentsachievementofeachofthese
goals?
Basedonthegoalsformycourses,Iselecteddifferentformsofextendedresponses,bothwritten
andoral,andconceptmapstogatherthedatathatwouldconvincemethatmystudentsachieved
thegoals.ThekindsofquestionsIaskedstudentsandthetypesofprojectsIassigned,were
designedtopromotestudentsreasoning.Forexample,forthefirstthreegoalsIhavelisted,
varioustypesofassessmentthatcouldbeusedtogatherthetypeofdatadesired.

Utilizescienceperformanceassessmente.g.,studentsconductascientificinvestigation

Communicateanunderstandingofandlinksamongbiologicalprinciplese.g.,concept
maps,Veediagrams,extendedwrittenresponses(NovakandGowin1984,Novak1998).
Writeabout,criticizeandanalyzeconceptsinbiologywrittencriticalanalysisofarticles
andpapers.

3.Idevelopedasetofperformancestandards.
TheperformancestandardsIusedinmyintroductorybiologycourseonlogicalreasoningand
criticallyevaluatinginformationweredifferentthantheperformancestandardsIdevelopedfor
myupperdivisionbiologymajors.Thedifferencewasbasedonthedevelopmentalstagesofthe
studentsandtheirexperienceincollegelevelsciencecourses(Magolda1992,Kingand
Kitchener1994).

4.Idifferentiatedperformancesbasedoncriteria.
ExaminetherubricforQuizzesandHomework.Thecriteriaforresponsesfallintotwomajor
categories:generalapproachandcomprehension.Althoughthesetwocategoriesarenotdiscrete
asindicatedbythedottedlinebetweenthem,studentscanseealloftheitemizedcomponentsof
anexemplaryanswer.Thesecategoriescanbedividedfurther.Forexample,comprehension
couldbedividedintocontentknowledge,conceptualunderstanding,andreasoningandcritical
thinkingskills(Freeman1994).Freeman(1994)includescommunicationskillsasacategoryin
rubrics.Essentially,myrubricscoverthesamecategories;thedifferenceisinthenumberof
columnsused.
Notice,whenitispossibletoquantifythecategories,Ididso.So,forexample,thecriteriafor
acceptablestyleandgrammarinanexemplaryanswerisbasedonnoerrors.
Ourabilitytodifferentiateamongcriteriaiscriticaltotheeffectivenessofthescoringrubric.So
wordslikegoodaretoosubjective.Thecriteriamustbedesignedsothatyouandyour
studentscandiscriminateamongthequalitiesyouconsiderimportant.
Whenweevaluatestudentsextendedresponses,wetendnottoscorethempointbypoint,
however,byelaboratingonthecriteriathatcomprisethedifferentlevelsofperformance,we
providethestudentssubstantiveguidanceaboutwhatshouldbeincludedintheirextended
responses.

5.Iassignedratings(orweights)tothecategories.

Exemplary(5pts)highestcategoryofcollegelevelwork
Adequate(4or3pts)acceptablecollegelevelwork
NeedsImprovement(3or1pts)notyetcollegelevelwork
Noanswer:0points

Pointvalues:Doyouassignpointsona5,3,1scale?ora5,4,3scale?Ihavetriedboth.Ichose
3asthemiddleorasanadequatescore.Moststudentresponsesinthiscategorycanreadilybe
improvedthroughgroupwork,practice,effortandinstruction.Therefore,inanefforttodevelop
studentsselfefficacyandtopromotetheirachievementofhigherstandards,Ichosethe5,4,3
pointscheme.

Onafivepointscale,thedatadonotenablemetodiscriminatebetweentwoconsecutivepoints,
suchas3and4,intermsofevaluatingtheresponse.Rather,threecategorieswerereadily
distinguishablebymystudentsandme,therefore,littleifanytimewasspentarguingfor
points.Thecriteriaforevaluationwereclearandunderstood.

Variations

Studentroles
Iinvolvestudentsinadialogueaboutcriteriathatweuseinanyrubric.Studentsgainakeen
senseofmyexpectationsforassessmentbyexplicitlyunderstandingthecriteriaandby
contributingtothemodificationofcriteriainarubrictoenhanceclarity.

Considerlettingstudentsdevelopclassrubricsforcertainassessments.Whenstudents
understandanddescribecriteriafortheirownperformance,theyareoftenbetteratattaining
thosestandards.Mystudentsdevelopedtherubricfortheposterdisplaysoftheirlaboratory
research.Toaccomplishthis,theywalkedaroundthebiologydepartmentlookingatthe
varietyofpostersdisplayedonthewallsandthendeterminedtheirowncriteriaforwhat
makesaqualityposterpresentation.Wecollatedthisinformationanddesignedarubricfor
contentaswellasformat.

Studentsuserubricswhencompletinganyassessmenttaskforthecoursesuchaswritingin
class,writingonanexam,designinghomework,completingandinvestigation,preparinga
researchpaper.

FacultyRoles
Thecriticalfactorforfacultytoconsideristhatassessmentsmustbelinkedtothegoalsof
thecourse.Forexample,ifthegoalisforstudentstodemonstratetheirabilitytodesign
atestablehypothesisinaparticularcontentareaaskingstudentstoactuallywritea
testablehypothesiswouldprovidemeaningfulfeedback.Therecurringquestionwemust
askis,Doesthisevidenceconvinceusthatstudentsunderstandhowtowriteatestable
hypothesis?

Includerubricsonyourwebsiteandinyourcoursepacks.Studentsshouldrefertorubrics
whiletheyarecompletinganyassessmenttask.

Rubricsaredynamicandinvolveamajorupfrontinvestmentoftime.

Youmustprovidestudentsrepeatedinstructiononhowtouserubricsaswellashowto
achieveeachofthecriteria.
Sharewithstudentssamplesofexemplary,adequate,needsimprovementresponses.
Askthemtoworkincooperativegroupstoanalyzethestrengthsandweaknessofthewritten
responses,usingtherubricasaguide.Withpractice,studentslearntorecognizeand
ultimatelydeveloptheirownexemplaryresponses.

Theadvantageofrubricsisthatyouandthestudentshavewelldefinedpathwaysfor
gatheringevidencethattheyhaveachievedthegoalsofthecourse.Ifeitheryouoryour
studentsaredissatisfiedwiththeevidenceorcriteria,therubricsshouldberevised.

Analysis

Rubricsarescoringtoolsthatenablemetoassignpointstostudentsassignmentsandtests.
Studentsaccumulationofpointsdeterminestheirgradeinthecourse.Eachassignment,quiz,or
testisweightedintermsofvalueintheoverallcourseevaluation.Forexample,dailywriting
samples(quizzes)areworth5points,twiceweekly,15weekspersemester;henceastudentcan
earnamaximumof75pointsfordailyperformance.Thepatternofstudentsperformanceis
consistentfromsemestertosemester.Atthebeginningofeachsemester,manystudents
responsesarebelowcollegelevel.Asstudentsbegintounderstandthecriteriaandpractice
writing,theyattaincollegelevelworkorexemplaryperformanceonshort,fivepoint
assignmentsorquizzes.Akeystrategyinpromotingimprovementbyallstudentsispeerreview
withintheircooperativegroups.
TheformativeassessmentIgatherbyusingrubricstoevaluatestudentsresponsesduringthe
courseisvaluable.Inclasswritingassignmentsgivemefeedbackaboutthenatureofthetask
andquestionsIaskstudents.Thecomponentsofaquestionortaskthatprovidemeaningful
responsesarereadilyidentifiablefromtherubricandprovideusinsightintomystudents
strengthsandweaknesses.Iusethesedatatomodify,changedirections,oraddcomponentsto
ourinstructionaldesignandstrategies.

ProsandChallenges

Facultydevelopandcommunicateassessablecoursegoals.
Facultyandstudentsunderstandandagreeuponthecriteriaforassessment.
Rubricsprovidewaystoevaluatemanydifferenttypesofassessment.

However:
Timerubricdevelopmentrequirestimeupfront,butthepayoffisinincreasedperformance
bythemajorityofstudentsandwhichultimatelyleadstolessinstructortimeinassessment.
Criteriaqualitativescalesaremoredifficulttodefinethanquantitativescales.
Practicebothstudentsandfacultyneedtopracticeandrefinetheuseofrubricsformultiple
typesofassignments.Timetodothisinclasswillaffectcoverage.

TheoryandResearch

Whatisassessment?Simply,assessmentisdatacollectionwithapurpose.Ineachofour
courses,weengageintheprocessofgatheringdataaboutourstudentslearning.Thetypeof
datawegatherdependsontheevidencewewillacceptthatstudentshavelearnedwhatwewant
themtolearn.Generally,thedatawecollectareintendedtobemeasuresofstudents
knowledge,attitudesandperformance.Ideally,thesedataarealsomatchedoralignedwiththe
goalsofthecourseandourdailyorweeklycourseactivities.
FourfunctionsofassessmentdataaredescribedbyHodson(1992):

1. formativeassessmentprovidesdiagnosticfeedbacktostudentsandinstructorsatshort
termintervals(e.g.,duringaclassoronaweeklybasis);
1. summativeassessmentprovidesadescriptionofstudentslevelofattainmentupon
completionofanactivity,module,orcourse;
1. evaluativeassessmentprovidesinstructorswithcurricularfeedback(e.g.,thevalueofa
fieldtriporawritingassignment).
1. educativeassessmentdevelopsinstudentsandinstructorsfurtherinsightand
understandingabouttheirownlearningandteaching.Ineffect,assessmentISaformof
learning(NRC1996,p.76).

Weneedconfidenceinthequalityofthedatawegatheraboutourstudentsifwewanttojustify
oursubsequentdecisionsaboutteaching.Manyofuswhoteachintroductorysciencecoursesare
dissatisfiedwiththetypeofevidencewearecollectingaboutourstudentslearning.Weadmit
thatdatafrommultiplechoicetestsmeasureinertbitsofknowledgeandsomecomprehension
butprovideusincompleteandinadequatefeedbackaboutourstudentslearning.Wewouldlike
tousealternativeformsofassessmenttogathermultiple,substantiveformsofdataaboutactive
studentlearning,suchasunderstanding,analysis,reasoning,andsynthesis(EbertMayetal
1997).Thesekindsofassessmentsincludeshortansweritems,essays,minutepapers,oral
communication,posterpresentations,laboratoryprojectsandresearchpapers,butbecauseof
largeclasssizesandindividualresearchprioritieswehavelimitedtimetoevaluateextended
responsesfromstudents.
Assessmentislearning.Weandourstudentsbothbenefitfrommeaningfulassessment
informationabouttheachievementofthebroadercoursegoals.Multipleassessmentstrategies
canbeimplementedtoprovideevidencethatstudentshaveorhavenotlearned,haveorhavenot
accomplishedthegoalsofthecourse.Rubricshelpussetwelldefinedstandardsforour
students,providestudentsguidelinesforachievingthosestandardsandfacilitategrading
extendedwrittenandoralresponses.Thisfeedbackprovidesusdatatointerpretandmake
informeddecisionsaboutourstudentslearningandourownteachingpractice,similartothe
processofdataevaluationthatweusedailyinourscientificresearch.

Links

DianeEbertMay,Director,LymanBriggsSchoolandProfessor,BotanyandPlant
Pathology,MichiganStateUniversity,EastLansing,Michigan.
ebertmay@pilot.msu.edu

Sources

EbertMayD,BrewerC,AllredS.1997.Innovationinlargelecturesteachingsforactive
learning.Bioscience47:601607.
Freeman,RHL.1994.Openendedquestioning:ahandbookforeducators.MenloPark,
California;Reading,Massachusetts;NewYork;DonMills,Ontario;Wokingham,England;
Amsterdam;Bonn;Sydney;Singapore;Tokyo;Madrid;SanJuan;Paris;Seoul;Milan;
MexicoCity;Taipei.AddisonWesleyPublishingCompany(Thebookispublishedby
InnovativeLearning,animprintoftheAddisonWesleyAlternativePublishingGroup.)
KingPM,KitchenerKS.1994.Developingreflectivejudgement:understandingand
promotingintellectualgrowthandcriticalthinkinginadolescentsandadults.SanFrancisco
(CA):JosseyBassPublishers.
MacGregorJ.1993.Studentselfevaluation:fosteringreflectivelearning.SanFrancisco
(CA):JosseyBassPublishers.

Magolda,MBB.1992.Knowingandreasoningincollege:genderrelatedstudents
intellectualdevelopment.SanFrancisco(CA):JosseyBassPublishers.
NationalResearchCouncil.1996.Nationalscienceeducationstandards.Washington(DC):
NationalAcademyPress.
NovakJD,GowinDB.1984.Learninghowtolearn.NewYork:CambridgeUniversityPress.

DianeEbertMay

Freshmanincollegemyfavorites.Why?Freshmanareexcited,energetic,andabitwaryabout
thechallengebeforethem.Perhapsthesubliminalreasonisthateveryyearmyfreshmenare18
yearsold,sothatmustmeanIamstayingthesameagetoo,right??
Anyhow,whenIbeganteachingalargeintroductorybiologycourse(600students)Iknewthat
mymultiplechoicetestswerenotprovidingmethekindsofdataIwantedaboutmystudents'
thinking,becauseIalsoknewthatfreshmancan/dothink!!Second,Ibelievedthatmystudents
neededtolearnhowtowriteandspeaktoexplainthemselvesinthesciencesaswellasevery
otherfacetoftheireducation,anditwasmyresponsibilitytoassistalloftheminthisprocess.
Ontheotherhand,Ineededarealitycheck.HowwouldIfindtimetoevaluate600writing
samples,especiallyifIaskedstudentstopracticewriting/speakingmorethanoncethroughout
thesemester?
SoIstumbledupontheterm"rubric,"Ilearnedwhatitmeant,andIlearnedhowtodesign
rubricsfromvarioussourcesintheliteratureaspecialacknowledgementtoBSCS(Biological
SciencesCurriculumStudies)whoserubricsinfluencedmyoriginalthinking.AsIdeveloped
rubricsforeachofmyassessments,IforcedmyselftothinkmoreexplicitlyaboutthegoalsI
wantedmystudentstoachieveandthecriteriaIwouldusetomonitortheirprogress.ThenI
workedwithmystudentstounderstandandpracticeachievingthegoalsandcriteriawithrubrics
asaguideforcommunication.Inowcanmanagereadingandevaluatinglargenumbersofwell
writtenandreasonedresponses.Weallwon.Onanothernote,becausemystudentsunderstand
anduserubrics,Iseldom,ifever,haveindividualswho"argueforpoints"onanygiven
assignment.
Lastyear,IwasrecruitedbyMichiganStateUniversitytobecomethedirectorofaresidential
scienceschoolwithintheCollegeofNaturalScience,theLymanBriggsSchool.Ourfaculty
includesscientists,mathematiciansandhumanistswhovaluetheirteachingasmuchastheir
research.SoIleftthesunshineofnorthernArizonatoengageinthis
greatopportunitytocontinuemyresearchinundergraduatescienceeducation,thistimewith
sciencemajorsinasmallcollegewithinalargeuniversitystaytuned.