Page 33 - EVALUATION ENGLISH

Evaluation Reforms

3. Assessment Rubrics

3.1 Introduction
A rubric for assessment, also called a scoring guide, is a tool used to interpret and grade students’
on any kind of work against criteria and standards.

An assessment rubric provides the means to increase objectivity in assessment and reduce
subjectivity; presents a clear expectation on the assessments, and relates it to learning outcomes;
ensures consistency, transparency and fairness in the marking process across course instructors
for the same assessment type; efficiently grades or marks many assessments for a large group of
students; defines clear guidelines for moderation; and provides more objective data for analytics.

3.2 Structure of a Rubric

Usually in the form of a grid, a grading/ marking/ scoring rubric combines the elements of
performance, criteria and descriptors to create an assessment tool for the course instructor

Rubric title
Criteria Level of Performance
Scrore 1 Score 2 Score 3
Criterion 1
Criterion 2 Descriptiors
Criterion 3

The assessment criteria define the characteristics or traits to be judged which should be derived
from the course learning outcomes and indicate what is expected to be demonstrated.
Level of performance is the rating or measure on the degree of achievement on a particular
criterion as specified by the rubric, i.e. excellent/good/satisfactory/poor etc.
Descriptors identify the qualities required to demonstrate achievement of each level of
performance for each criterion. Listed in the form of short explanations, they provide guidance
on the actual judgement on the assessment to match students’ performance.
An illustration below provides a few criteria, levels of performance and descriptors

Criteria Performance (Marks)
5 3 1
Content The material presented The material presented The material presented
was complete , precise was partially complete was incomplete and
and well supported by and was off-topic at largely off-topic
facts and figures some places
Knowledge & Seminar demonstrated Seminar demonstrated Seminar demonstrated
Understanding thorough knowledge and moderate knowledge and limited knowledge and
applicability of facts, applicability of facts, applicability of facts,
terms and concepts terms and concepts terms and concepts
Discussion The student actively The student had a The student did not
participated in the moderate participation participate in the
discussion and was in the discussion and was discussion and was not
able to give a convincing able to give a convincing able to give a convincing
reply to questions reply to some questions reply to most questions
Figure-8 : Seminar Presentation Rubric

Evaluation Reforms in Higher Educational Institutions 31