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This page is actually a brief (but helpful and concise) overview of the use of rubrics. The main reason I am posting it here is because the entire site (Cornell University Center for Teaching Excellence) has a wealth of information on design, assessment, student engagement and using technology in the classroom.

Winona State University - Winona Minnesota has made it their mission to collect rubrics and make them available to all.

Thank you, Judy. I'm considering using rubrics for the first time and this is going to be a great resource.

This was linked to from the Authentic Assessment website and looks like a treasure trove of useful assessment tools and rubrics for InfoLit. Page was last updated in March of this year too, so it's not likely to be full of broken links.

Author Information Conklin, Heather C., Tuten, J. Terrell, and VanderMeulen, Matt Institution(s) or Organization(s) Where EP Occurred: Ashford University Effective Practice Abstract/Summary Abstract/Summary of Effective Practice: Ashford University's use of cutting-edge, web-based, dynamic rubrics in eight online writing-intensive courses has improved the efficiency and effectiveness of grading, feedback provision, and assessment.

Even though this reference seems simple, it is a nice concise outline for developing a grading rubric.

After last week's class and looking at this, I'm sold on at least giving rubrics a shot. I've been kind of reluctant about them up until now.

Nice article with an excellent Bibliography to take you further into the rabbit hole of this discussion.

This article has GREAT examples of instructions to students about discussion posts and rubrics for discussion posts. It also says to let the students create the questions for discussions, rather than providing questions for them.

This is a great research guide designed to help faculty who wish to incorporate UDL into their classes. See especially the UDL syllabus rubric page (listed under the tab "UDL Course Changes"

Looking back on ID, here's another fun article on the topic, with lots of examples and rubrics. Article summary: "This section deals with creating effective instruction through careful planning and wise curricular choices. Materials are designed to be used by any educator - kindergarten through college; and novice or veteran."

A couple of comments here: I apologize if the link doesn't open right away. I got the article through PubMed at WHSLibrary. The article presents an interesting approach to the use of Bloom's taxonomy for grading discussion boards integrating collaborative learning process and higher-order thinking. It also does a good job discussing how to evaluate a rubric.,

Primer for using Google Docs in your class. Provides information about various tools and plugins that enable bibliographic work, speech recognition and voice commenting, assessment using a rubric, and more.

Here are some insights into how Georgia Tech's Writing and Communication Program theorizes and practices assessment. They are certainly using some "trendy" approaches to assessment and evaluation; students have to compose a self-review essay, for example. Summary from the Website: The Writing and Communication Program is interested in formative and summative assessment in individual classes and in the program as a whole. To create consistent assessment across the entire program, we use a common base rubric (which individual instructors modify to fit their assignments) and an end-of-semester portfolio system.

This website shows the work of a group of educators of theatre who, through years of experience, have come up with more than 15 assessment models that can be used in the professional theatre education. Models are templates or transportable models. I found particularly helpful that they compare "traditional" assessment of teaching King Lear ("a multiple-choice test on the play at the end of the ten weeks") with "performance" assessment of KL (including " informal check-ins, observations, academic prompts, mini-quizzes and something called a performance task at the end of the course"). Student anxiety rises with the amount of overseeing and work, but "clear exercises with rubrics" help. Bottom line: smaller, more clearly focused assessment rounds help student prepare better for the final performance. Hmm... Website has assessment models and results, case analysis, reports for audiences, and lots of ideas. Some a bit calculated, but good food for thought. Comment from the website: "The result of using TEAM's Assessment Models is a more accurate picture of student learning. For example, a more accurate picture of student learning might include a student who does not just know Shakespeare, but knows how King Lear ends and has an opinion about an alternative ending for that play based on what he or she learned in class."

nice place to get help in creating rubrics. can be tailored for individual courses ad content.

Dynamic criteria mapping (DCM) is a way to develop local standards. Teachers work with colleagues and students to build evaluation criteria. This is a link to a succinct definition developed by the Writing Program at UMass-Amherst, where they practice DCM.

This paper describes a team based approach for on-line course development- focusing on team roles in course design using theoretical frameworks to guide development and evaluation. Team roles are identified using the Quality Matters rubric.

Here is an interesting question about rubrics.

As we begin our peer assessment, this article from Troy who has used the Quality Matters rubric in their assessment of online courses gives great tips and tidbits for further improvement