Rubrics Center For Teaching Learning University Of Colorado Boulder

Bonisiwe Shabane

-Oct 22, 2025, 5:39 PM

rubrics center for teaching learning university of colorado boulder

Match the feedback statement to the most relevant rubric criterion: Rubrics are a set of criteria to evaluate performance on an assignment or assessment. Rubrics can communicate expectations regarding the quality of work to students and provide a standardized framework for instructors to assess work. Rubrics can be used for both formative and summative assessment. They are also crucial in encouraging self-assessment of work and structuring peer-assessment. Rubrics are an important tool to assess learning in an equitable and just manner.

This is because they enable: Some instructors may be reluctant to provide a rubric to grade assessments under the perception that it stifles student creativity (Haugnes & Russell, 2018). However, sharing the purpose of an assessment and criteria for success in the form of a rubric along with relevant examples has been shown to particularly improve the success of BIPOC, multiracial, and first-generation... Improved success in assessments is generally associated with an increased sense of belonging which, in turn, leads to higher student retention and more equitable outcomes in the classroom (Calkins & Winkelmes, 2018; Weisz et... By not providing a rubric, faculty may risk having students guess the criteria on which they will be evaluated. When students have to guess what expectations are, it may unfairly disadvantage students who are first-generation, BIPOC, international, or otherwise have not been exposed to the cultural norms that have dominated higher-ed institutions in...

Moreover, in such cases, criteria may be applied inconsistently for students leading to biases in grades awarded to students. Clearly state the purpose of the assessment, which topic(s) learners are being tested on, the type of assessment (e.g., a presentation, essay, group project), the skills they are being tested on (e.g., writing, comprehension,... The Center for Teaching & Learning (CTL) supports CU’s community of educators through free consultations, teaching resources, programs, seminars, workshops, and other events! Our work aims to cultivate attitudes toward teaching that are open, curious, and innovative. As a Center, we invite educators to an open, common space where all are welcome to explore teaching practices, pose questions, have brave conversations, take creative risks, and embrace intellectual humility. Each month we publish a newsletter that includes timely teaching strategies and resources, center updates, and upcoming events of interest to the campus teaching community.

Sign-up to receive updates delivered to your inbox. In May 2025, CTL officially merged with ASSETT (Arts & Sciences Support of Education Through Technology), combining expertise in pedagogy and educational technology into one unified team. This merger strengthens our ability to support all colleges and schools with expanded services and collaborative programming. Evaluating teaching effectively requires thoughtful alignment with evidence-based practices and the inclusion of diverse perspectives. The Center for Teaching & Learning (CTL) supports departments and programs at CU Boulder in enhancing their teaching evaluation processes through personalized consultations and a wealth of curated resources. By aligning teaching evaluation practices with current scholarship, many CU Boulder units have successfully improved their methods.

These efforts often involve: The CTL offers downloadable, editable documents and viewable PDFsbelow to help you implement effective teaching evaluation strategies. Explore these tools to ensure your department’s practices are equitable, evidence-based, and aligned with institutional goals for teaching excellence. Frameworks provide standards for development to help faculty improve their teaching practices. They also provide structure and guidance to support meaningful implementation of teaching evaluation measures. Frameworks typically contain multiple “dimensions” that collectively capture the practice of teaching as a whole.

In most cases, frameworks take the form of rubrics that are used to document, review, and evaluate university teaching (rubric-based frameworks). They can be used: The TQF framework above is adapted from a framework originally developed by the University of Kansas (KU) Center for Teaching Excellence. You can find their Benchmarks for Teaching Effectiveness framework and many examples from KU departments at KU Framework. The Teaching Quality Framework Rubric is a tool for considering different dimensions of quality teaching and what various levels of proficiency in each of those dimensions may look like. The dimensions of quality teaching presented here (Goals, Content, & Alignment; Preparation for Teaching; Methods & Teaching Practices; Presentation & Student Interaction; Sutdent Outcomes; Mentorship & Advising; and Reflection, Development, & Teaching Service/Scholarship) are...

Within these dimensions are various criteria that can be used to gauge and support growth in teaching proficiency. The TQF rubric is meant to provide departments with a scholarly approach that takes in consideration the development of teaching quality of faculty members over time, and therefore can be used for formal processes... Please note we will periodically replace the above files as revisions are made. If you share the TQF Rubric(s), we ask that you share the link to this webpage rather than to the file itself. Questions or feedback on this rubric can be directed to Noah Finkelstein at finkelsn@colorado.edu or Cynthia Hampton at cynthia.hampton@colorado.edu. Rubrics are an important assessment tool used to evaluate work/performance against a set standard.

They are important to ensure grading is done systematically, objectively and in a transparent manner. The type of rubrics needed however to grade can vastly differ based on the type of grading approach(traditional grading vs alternative grading approach) and the purpose and type of assessment. In this workshop we will go over different types of rubrics, steps to creating a rubric and best practices in implementing rubrics. Through hands-on activities, participants will have a better understanding of how to pick an appropriate rubric for a given assessment and work to design a rubric for an assessment of their own choice. This event is hybrid. Join us on Zoom or in-person Thursday, April 11 from 9:00 a.m.-10:15 a.m.

MT, RSVP here ➡️ Select "I'm Interested" to receive event updates! ➡️ The Campus Events Calendar is provided by Strategic Relations and Communications Tuesday, February 18, 2025 3:30pm to 5pm Note: This event was rescheduled from January 28 to February 18.

Rubrics is a crucial assessment tool that can increase transparency regarding criteria and expectations for success for students. Diversifying the types of rubrics used depending on goals of assessments can help simplify grading while providing effective feedback to students. This interactive workshop offer an overview of general principles and types of rubric, how to tailor it for various learning goals and explore instructor beliefs and practices around providing feedback to students. Participants will have time to design rubrics and review examples for their specific context. Light snacks/drinks will be provided. This workshop is part of the CTL and ASSETT’s Spring 2025 Assessment Workshop Series.

We encourage you to explore other assessment-related offerings via our CTL events page. 📅 When: Tue, Feb 18, 2025, 3:30 PM - 5:00 PM The Campus Events Calendar is provided by Strategic Relations and Communications With CU Boulder's Learning Design Group, Continuing Education; Hosted by Karen Crouch, Arts & Sciences Support of Education Through Technology (ASSETT) and Center for Teaching & Learning (CTL) Presenters: Tomas Bartulec, Senior Instructional Designer and Donna Hall, Senior Instructional Designer from the Learning Design Group Rubrics help you grade easier, faster, and more consistently.

They also let students know your expectations for an assignment/discussion. Join us to learn how to create effective and efficient rubrics that will save you time and improve student success. We will also look at how Speedgrader can help you grade quickly and how to use a rubric with Speedgrader. This session is part of the Monthly Course Design Series. Attend one session or all sessions! Everyone is welcome even if you haven't attended before.

Advance registration is appreciated but not required. Please join us on Zoom at the start of the event. With CU Boulder's Learning Design Group, Continuing Education Hosted by Karen Crouch, Arts & Sciences Support of Education Through Technology and Center for Teaching & Learning We will discuss various types of course assessments suitable for face-to-face, remote and online courses. While we often think of "assessment" in terms of end-of-semester exams, papers, or projects, the concept is much broader -- and can be far more useful -- than simply determining student grades.

We'll talk about three different types of assessment and how each can be implemented not only to evaluate earning, but to facilitate it. You will brainstorm ways to use assessments to ensure that students meet learning outcomes throughout the entire semester, not just at the end of the term. This will require you to ensure that assessments are well-aligned with your course-level outcomes AND module-specific outcomes. We'll also discuss rubrics, which are a useful tool for communicating expectations for performance, supporting self-and peer evaluation, and making grading more efficient and less subjective. Finally, we'll demonstrate a few Canvas features and functions to make grading assignments and providing feedback to students a bit easier. We will figure out how we can determine what students have learned.

This session is part of the Monthly Course Design Series. Attend one session or all sessions! Everyone is welcome even if you haven't attended before. The Campus Events Calendar is provided by Strategic Relations and Communications Review the license assigned to the work. With a CC license, an author may grant you a combination of rights: to freely copy, freely redistribute, freely transform, or freely reuse your work.

Learn more about CC licenses on our guide and review the Creative Commons FAQ for licensees. Consider the format of the work and the ease with which you might remix, edit, or revise. Review the chapter Assess Editability from Modifying an Open Textbook. Consider the logic and clarity of the topic organization. Consider if the language and sequencing will be comprehensible to learners. Consider if the text is inclusive of a variety of worldviews, races, cultures, ethnicities, and backgrounds.

Consider the course and learners that will use the OER. Ask if the content is appropriate for learners and teachers in higher education. Match the feedback statement to the most relevant rubric criterion: Rubrics are a set of criteria to evaluate performance on an assignment or assessment. Rubrics can communicate expectations regarding the quality of work to students and provide a standardized framework for instructors to assess work. Rubrics can be used for both formative and summative assessment.

Rubrics Center For Teaching Learning University Of Colorado Boulder

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