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Rubric Assessment criteria
The rubric assessment form consists of a set of criteria. For each criterion you can create a number of scores of varying amount with a description of what is required to meet each level. This is a more informative way of assessing assignments and more self-explanatory for students to use when self and peer assessing, however it is the most time-consuming assessment method to set up.
Setting Rubric as the assessment method
- In your module, Turn editing on
- Scroll down to the Workshop you have created and click on the Edit drop down menu and select Edit settings to view the settings
- In the settings scroll down to the Grading settings > Grading strategy and choose Rubric from the drop-down list
Setting up the criteria for the Rubric
- Click on the Workshop activity you've created to go into it
- Scroll down to the Settings block > Workshop administration > Edit Assessment form
- You are then provided with a number of criterion and grade levels to define. Students will use this information to grade their own and their peers work but will not see the grade associated with the definitions (see below for an example of what students will see).
Description - This is the description of the criteria to be met for this aspect of the grading of the assignment
Level grade and definition - These are the breakdown of the above criteria. Depending on the aspects of the criteria met, students will receive the associated marked (0-100) that you have set. Students will choose one of these breakdown definitions to grade themselves and their peers.
Student view of Rubric assessment
Students do not see the grade level associated with the different options. Students can see the description for each criteria and choose the level description, via the radial button, to grade the assignment from that criteria
Accumulative Grading
Accumulative grading is easier to set up than rubric assessment criteria however it may be too complex for students to use as it requires students to choose the marks for a particular criteria themselves. If using this method it would be best if a marking criteria, possibly that used by staff, is provided for students to refer to when choosing a mark.
Setting Accumulative grading as the assessment method
- In your module,Turn editing on
- Scroll down to the Workshop you have created and click on Edit then Edit settings to view the settings
- In the settings scroll down to the Grading settings > Grading strategy and choose Accumulative grading from the drop-down list
Setting up the aspects of Accumulative grading
- Click on the Workshop activity you've created to go into it
- Scroll down to the Settings block > Workshop administration > Edit Assessment form
- You are then provided with a number of Aspects to define and grade scales to set for each. Students will use the description you provide for each Aspect to decide on the mark to choose for that aspect of the assignment.
- Description - This is the description of the aspect to be considered by the students when choosing a mark during peer and self-asessment.
- Best possible - This is where you set the maximum mark a student can provide for this aspect.
- Weight - If an Aspect is more important than the others you can set the weighting. The higher the number, the more important the aspect compared to the others. If all set to the same e.g. 1, they are all equal.
Student view of Accumulative grading
Students do not see the weighting of each aspect. Students can read the description, choose a mark out of the maximum grade for that Aspect and add comments.
Number of errors assessment criteria in Workshop
Instead of setting criteria for students to digest before ascribing a grade you can separate out the aspects of criteria into questions to which the students select 'Yes' or 'No' depending on the success of the assignment to meet that criteria.
Setting 'Number of errors' as the assessment method
- In your module,Turn editing on
- Scroll down to the Workshop you have created and click on Edit settings to view the settings
- In the settings scroll down to the Grading settings > Grading strategy and choose Number of errors from the drop-down list
Setting up the assertions for 'Number of errors'
- Click on the Workshop activity you've created to go into it
- Scroll down to the Settings block > Workshop administration > Edit Assessment form
- You are then provided with a number of Assertions to define in the form of a question or an extract from the marking criteria. Students will use the description you provide for each Assertion before choosing 'yes' or 'no' the assignment meets that criteria.
- Description - This is the description of the assertion to be considered by students when choosing whether there is an error or not during peer and self-assessment.
- Word for the error - Options for students to choose when stating whether there is an error with the assignment.
- Weight - If an Assertion is more important than the others you can set the weighting. The higher the number, the more important the assertion compared to others. If all set to the same e.g. 1, they are all equal.
This is the easiest assessment method to set up in Workshop, however it requires more time to process afterwards due to the qualitative responses received.
- In your module,Turn editing on
- Scroll down to the Workshop you have created and click on Edit settings to view the settings
- In the settings scroll down to the Grading settings > Grading strategy and choose Comments from the drop-down list
- Click on the Workshop activity you've created to go into it
- Scroll down to the Settings block > Workshop administration > Edit Assessment form
- You are then provided with a number of Aspects to define to draw out comments about specific aspects of the assignment. Students will use the description you provide for each Aspect to write their comments during peer and self-assessment.
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