Rubrics in the Political Science Classroom

Packing a Serious Analytical Punch

Bibliographic Data

ID6096166
AuthorsMaria Rost Rublee (0000-0001-5225-6698, Australian National University, corresponding author)
Year2014
Volume47
Issue1
Pages199-203
Publication date2014-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePS Political Science & Politics (JOURNAL)
Journal identifiersISSN: 1049-0965 • E-ISSN: 1537-5935
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096513001704
OpenAlexW2037564122
LanguageEN
Citations received2
References cited11

Although professors may be aware that rubrics shorten grading time and improve grading consistency, many are not aware that rubrics offer a powerful analytical punch. Given the demands for active learning in today's college classroom, rubrics allow instructors to focus on analytical quality while engaging students in a variety of assignments. Rubrics are useful not only in more traditional applications—for example, papers and oral presentations—but also for more creative purposes. Using rubrics in both self and peer assessment engages students more in assignments, allowing them to reflect on their own performance and their peers. Going one step further, instructors can engage students in the construction of rubrics that will be used to grade their own work. Finally, rubrics force instructors to be clear about their own purposes for an assignment, and over time, instructors can become more attuned to the analytical possibilities in even traditional “busywork” assignments

Mathematics education · Peer Assessment · Rubric · Computer Science · Educator Training and Historical Pedagogy · Engineering · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Psychology · Artificial Intelligence

Tools

Open DOISci-HubOpen Access