Rubric Assessment Goes to College

Section One: The ABCs of Rubric Assessment

• Chapter One - Advantages of Rubrics: What They Can Do for You

Key Considerations – Advantages of Rubrics

• Chapter Two - Basis for Assessment: Performance or Product

Key Considerations – Performance Task and Artifact/Product Rubrics

• Chapter Three - Categories of Rubrics: Analytic and Holistic

Key Considerations – When Analytic and Holistic Rubrics Best Fit the Assessment Task

Section Two: Designing Rubric Assessments

• Chapter Four - Matching Tool to Task Or When a Rubric Is Not the Best Option

Key Considerations – Questions to Determine if a Rubric Is a Viable Assessment Option

• Chapter Five - Rubric Design: Analytic Rubrics

Key Considerations – The 10 Steps in Analytic Rubric Development

• Chapter Six - Rubric Design: Holistic Rubrics

Key Considerations – The 10 Steps in Holistic Rubric Development

• Chapter Seven - A Closer Look at Rubric Strand Design

Key Considerations – Questions Answered By the Seven Types of Rubric Strands

• Chapter Eight - Common Errors in Rubric Design

Key Considerations – Ways to Avoid Common Errors in Rubric Design

Section Three: Implementing Rubric Assessments

• Chapter Nine - Converting Rubric Scores to Grades

Key Considerations - Converting Rubric Scores to Letter or Percentage Grades

• Chapter Ten - Designing a Standards-Aligned Rubric

Key Considerations - Developing Standards-Aligned Rubrics and Rubric Strands

• Chapter Eleven - Additional Rubric Uses

Annotated Bibliography

About the Author

Dr. Mary J. Selke provides a much needed contribution to the educational reform movement. This excellent guide for the design and use of rubrics will improve instruction and the evaluation of student performance. Her clearly written, step-by-step approach will be accessible to both college faculty and many secondary teachers in directing student learning toward substantive and measurable outcomes. Professor Selke describes common errors in the use of rubrics, as well as instructional situations where rubrics may not be optimal in addressing learning goals. The work will also be a valuable resource for college and university professional development programs to improve teaching effectiveness.