A Tale of Two Rubrics: Improving Teaching and Learning Across the Content Areas through Assessment

English Version

Abstract

This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is described and the ways in which each rubric supports teaching and learning is discussed. These two rubrics are intended to be examples for other faculty to emulate as well as evidence of the role that rubrics can play across many different fields and disciplines. The article concludes with a description of the steps in designing a rubric and a process for using rubrics for course and program improvement.

Assessment rubrics, or guides for scoring student performances, work in a number of ways to advance student learning in higher education (Wolf & Stevens, 2007). They not only improve assessment quality (Arter & McTighe 2001), they can also enhance teaching and learning Stiggins 2001), with particular potential for non-traditional, first generation, and minority students (Delpit 1988). In addition, rubrics can be a vital component of an effective outcomes assessment system, contributing to program improvement and university accreditation (Angelo 2002).


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