Activity 10. Rubric considerations

There are many decisions to make when creating a rubric. Using the rubric associated with your assessment task, answer each of the following questions (if a rubric hasn’t been provided, find one used for a similar task). 

1. Rubrics created for a specific task tend to better communicate quality than generic rubrics. Does your rubric look like it was custom made for this task? Does the assessment task specifically ask for everything that is in the rubric? Does the task require the student to do things that are not in the criteria?
2. Will students have a copy of the rubric before they commence the task? If not, why not? 
3. How is the rubric scored? Possible approaches include ‘holistic’ scoring, where the marker comes up with a score in their own head, or 'analytic' scoring, where the marker follows a formula or adds up numbers in boxes. 
4. Are the quality definitions in this rubric predominantly about the presence or absence of specific information, e.g. 'uses three references', or are they more complex?  
5. How are markers and students supported to understand the rubric? For example, are students provided with samples of what the quality of work might look like in relation to each criteria? What can they do if they have any questions?