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Rubrics: Why Use Them?

Meechal Hofmann

February 12, 2014

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Author: Meechal Hoffman

There will be a few posts that will follow this one that will go into more detail on what makes up a good rubric , and on some tips and techniques for making them (I wrote another post on rubrics here , at Baruch College’s cac.ophony.org) but in this post I want to focus on just one question: Why use rubrics? A seemingly simple question, but as you’ll see, I have a lot to say!

First, though: what is a rubric? For the purposes of this post, I’ll say that a rubric specifies the set of criteria on which an assignment is assessed. (You can see one of my recent rubrics later in this post.)

Ÿ So, why use them? Often I’ll create an assignment, receive the students’ work, and only when reading through it do I realize that I didn’t clearly articulate what I wanted.  In fact, every time I create a new assignment, it takes a round of reading through the work my students turn in to realize what I actually wanted out of that assignment.

Writing rubrics often minimizes that frustration with my own assignment design and communication. Writing a rubric while creating the assignment helps me to articulate in advance what I want. In particular, it helps me to see the individual parts that join to make a whole strong assignment.

Though ideally I write the rubric when I write the assignment, I usually only give the rubric to the students once it’s time to explain the assignment in depth. I use the rubric as a guide for this conversation so that it is given the integral place I think it should have in the assignment description, and so that it seems integral to the students. (If this feels difficult or forced, perhaps the rubric isn’t quite fitting the assignment goals yet.) Usually this isn’t the first day of class, but it might be. What’s important is that the students see the rubric before they begin working on the assignment so that they have a sense of what they’re aiming to achieve.

Clarifying in a rubric what you want helps you see the aims of your own assignment , the skill-set you need to teach leading up to the assignment, and the criteria on which you will judge the work.

Students, too, often appreciate the rubrics I use. It demystifies the grading process, and makes the receipt of an A or a B- less of an enigmatic message from the gods and more like a statement of simple facts. Rubrics allow students to see specifically, and often visually, where they excelled and on what grounds they fell short and need improvement.

Rubrics can soften the blow of a bad grade. When the grade is broken down into smaller parts, a student can see that they did a great job using quotes, for example, even though the organization of their ideas was confusing and led to a lower grade than they hoped for. Rubrics are often visual in some way, and this, too, helps students clearly understand where they excelled and where they fell short. All of this serves to demystify the process of doling out grades. It helps them see the justice of the grade they received, and gives them concrete suggestions for revision or future attention.

ŸIf you’re not convinced yet, here’s one of the biggest arguments in favor of using rubrics: they make grading unbelievably easier and less time-consuming . You will feel like you’re cheating. You’re not. In fact, you’re probably doing a better job grading than before. Articulating what you want out of an assignment in advance is the hard part – creating the rubric can be an agonizing process – but doing it in advance makes the grading itself faster, easier, and less painful. When you can read a paper for a series of already-articulated criteria, and respond on the rubric accordingly, your thinking about the papers becomes organized and streamlined.

ŸMy rubrics are basically grids, and as I read, I circle the box on the grid that describes the criteria I’m looking at. My comments correspond, for the most part, to the circles I’ve made on the grid. Comments at the end of the paper are more freeform, but often relate directly to the circling I did on the rubric itself. Developing this method has significantly cut back time spent grading.

Finally, the clarity a rubric provides minimizes the number of students who complain about the grades they receive. It’s hard to debate a rubric.

For reference, and to clarify some of what I’ve said above, here’s what a recent marked up rubric of mine looks like: rubric example . My commenting/grading is in three parts: comments in the margins of the paper itself, a circled rubric, and a paragraph or two of comments at the end of the rubric.

All this refers to rubrics for written work, but rubrics are helpful, for all the reasons mentioned above, for all kinds of work. In future posts, we’ll go into a little more detail on how to create rubric, and we’ll provide some sample rubrics we’ve seen or used.

Readers: We’d love to hear from you. How do you organize your rubrics? Do you have some rubrics you’d like to share?

Previous Post

2 responses to “Rubrics: Why Use Them?”

This is a great post! I never used rubrics until I became an AP Art History reader. That experience went a long way toward shaping my understanding of the power of rubrics. The Scoring Guidelines for past AP essay questions can be found here: http://apcentral.collegeboard.com/apc/public/exam/exam_information/2053.html . Although general, and for a broader purpose, I have used them as a template in the past to help me hone what I really want from students. Rubris are especially helpful in determining the difference between mid-level grades, something that can feel somewhat subjective without a well-crafted rubric.

Thanks for a great share, Dana!

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5 Types of Rubrics to Use in Your Art Classes

Most art teachers use rubrics to assess students’ work. Rubrics are a great way to make sure students understand the expectations of the assignment. Because all the criteria are clearly defined, they make grading 100 still life artworks much easier. I use the term “easier” loosely here; we all know grading 100 artworks is never easy!

Choosing what type of rubric to use in your classes is an important choice. There are several different types of rubrics, and each has its own strengths and weaknesses. Spoiler alert, if you want to see my favorite type of rubric, jump right down to number 5!

First, let’s talk about how rubrics can describe the criteria. There are two main ways rubrics can do this, either in general terms or in more specific terms.

1. The General Rubric

This type of rubric defines characteristics of a successful artwork. It is “general,” meaning it does not define specific criteria for each project. Instead, it might define characteristics such as “technique” or “craftsmanship” you are looking for in each completed project.

The strengths of this type of rubric are you can share it with students to communicate a broad understanding of what makes “quality” work. It can be used over and over for different tasks such as sketchbook assignments and projects. It can also be used to help students assess their own work. Because it is generic, students will attain an understanding of your broad expectations through its continued use.

The weakness of this type of rubric is that it is very broad. It does not clearly define the criteria for each project.

2. The Task-Specific Rubric

A task-specific rubric is, as the name suggests, much more specific. It clearly defines the criteria for each assignment.

What is great about this rubric is that it makes expectations for each assignment very clear. Students can use this rubric to assess their success very easily. It also makes grading easier for teachers, because of its specificity.

The weakness of this type of rubric is that you need to make a new one for each assignment. This can be time-consuming.

Luckily, no matter what type of rubric you choose, there are always ways you can expedite your grading process. If you’re interested in learning more, Tim Bogatz shares some super helpful tips in the PRO Learning Pack,  Expediting Your Grading Process . You’ll learn how to develop a more streamlined plan for all types of assessment. You can find this PRO Pack and more on assessment practices in PRO Learning.

Next, let’s talk about the structure of the rubric. Here, too, you have a few different choices.

3. The Analytic Rubric

An analytic rubric breaks down each aspect of the task being assessed. It assesses each criterion separately. For example, say you are teaching a lesson on landscapes to your students. You may want each student’s work to show:

• Foreground, Middleground, and Background
• Atmospheric Perspective
• Overlapping and Size Variation

In an analytic rubric, you would assess each of these criteria separately.

The great thing about these rubrics is they connect your instruction to the assessment very clearly. Students can use them to assess their own work easily. They can also be used for formative assessment. They can show growth when used to assess students again at the end of a unit. You can download an example below.

Download Now

4. The Holistic Rubric

A holistic rubric is much simpler than an analytic rubric. Instead of breaking apart all the separate criteria, a holistic rubric assesses them all together.

So, if we use the above example of a still life, a holistic rubric would lump all of the criteria together (foreground, middleground, background, atmospheric perspective, overlapping, etc).

The advantage of a holistic rubric is that grading is much faster for the teacher. You only have to come up with a single score for each artwork you grade.

The limitation of this style of rubric is that it is not very useful to share with students. Because it does not break down the task into separate criteria, students would have a hard time using it to assess their work. In addition, it is difficult for students to see where they might improve if all the criteria are all clumped together in a single score. You can download a sample Holistic rubric below.

5. The Single-Point Rubric

In a single-point rubric, the expectations for the assignment are defined separately for a successful work, much like an analytic rubric. The difference is that criteria are only described for proficiency. Blank spaces are left for the teacher to write in feedback if the work falls above or below this point.

This is my favorite type of rubric. What I love about single-point rubrics is that they leave the teacher room to assess work individually. Instead of defining exactly what might make an artwork weaker or stronger, it leaves space for the teacher to give individual feedback for each student.

Yes, these take more work to fill out. I would not use a single-point rubric for every task. But for large projects, this is a great option. It gives the teacher the opportunity to give personalized feedback for each student. Once again, download an example below!

Rubrics are great tools to help communicate the expectations and assess students. If you choose the right rubric for the task, you will find it will help both you and your students be successful. For a comprehensive look at assessment in the art room, be sure to take a peek at the AOEU course Assessment in Art Education . You’ll leave class with a comprehensive toolkit of lesson plans and organization strategies.  

What type of rubric do you use in your classes?

How do you give student feedback on your rubrics?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Anne-Marie Slinkman

Anne-Marie Slinkman, an elementary school art educator, is a former AOEU Writer. She is passionate about providing relevant and meaningful art experiences for all students.

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