Developing a Rubric
Developing a rubric can be very helpful when assessing SLOs. Rubrics allow faculty and students to more easily assess complex SLOs by:
Clarifying the key elements of the SLO
Documenting the standards that will be used to determine success
Allowing for clear communication across multiple sections regarding the SLO and its assessment
To develop a rubric:
Work with others teaching the course – this can take place during in-person meetings, through online collaboration, or a combination of both
Break down the SLO and look for key features. These will become the Primary Traits and will go down the side of the rubric
Decide if you want a “yes/no” measure or one that includes levels. These will become the Levels of Mastery and will go across the top of the rubric
Describe the observable behaviors that lead to the levels in #2 for each of the Primary Traits. These go in the spaces between the Primary Traits and the Levels of Mastery.
English 091 SLO: Students will be able to compose thoughtful, well-organized, grammatically correct short essays, using properly documented outside sources and personal observations and experiences to develop a unified thesis.
Primary Traits = Thesis (thoughtfulness, unity), Organization (well-organized), Evidence (outside sources, personal observations and experiences), Essay Length (short essays), Grammar (grammatically correct), MLA Style (properly documented)
Levels of Mastery = Pass or No Credit
See rubric on reverse . . .
Developing a good rubric will take some time and conversation, but it will also make SLO assessment much easier once it is developed.
Resources for developing rubrics: