{"id":9781,"date":"2024-01-25T08:00:00","date_gmt":"2024-01-25T08:00:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/tel\/?p=9781"},"modified":"2024-02-06T14:55:17","modified_gmt":"2024-02-06T14:55:17","slug":"your-students-dont-know-what-a-rubric-is-and-maybe-you-dont-either","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/25\/your-students-dont-know-what-a-rubric-is-and-maybe-you-dont-either\/","title":{"rendered":"Your students don&#8217;t know what a RUBRIC is \u2013 and maybe you don\u2019t either?"},"content":{"rendered":"\n<p class=\"has-text-align-center\"><strong>by Sam Hemsley, Academic Developer, University of Sussex<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-audio\"><audio controls src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-25-Your-students-dont-know-what-a-RUBRIC-is-_-Educational-Enhancement.mp3\"><\/audio><\/figure>\n\n\n\n<p>One of the first pieces of work I took on when joining the Educational Enhancement team as an Academic Developer in September 2021, was to contribute to the content of a guidance page on the \u2018<a href=\"https:\/\/staff.sussex.ac.uk\/teaching\/enhancement\/support\/assessment-design\/rubrics-and-grading-forms\">Principles of rubrics and grading forms<\/a>\u2019. At the time I was grappling with a severe case of imposter syndrome and felt that if I didn\u2019t immediately know or fully understand something then the problem was with <em>me<\/em>, not the \u2018thing\u2019.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture.png\"><img loading=\"lazy\" width=\"477\" height=\"319\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture.png\" alt=\"A photo of a young man, head in his hands in front of a laptop, representing a student feeling frustrated with an assignment.\" class=\"wp-image-9782\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture.png 477w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture-300x201.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture-100x67.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture-150x100.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture-200x134.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/Rubric-Blog-Picture-450x301.png 450w\" sizes=\"(max-width: 477px) 100vw, 477px\" \/><\/a><figcaption>Photo by <a href=\"https:\/\/unsplash.com\/@punttim?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\">Tim Gouw<\/a> on <a href=\"https:\/\/unsplash.com\/s\/photos\/confused?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\">Unsplash<\/a><\/figcaption><\/figure><\/div>\n\n\n\n<p>So, at the time, although I was uncomfortable with using the rather obscure term \u2018rubric\u2019 to describe what is basically a \u2018grading form\u2019 (see also \u2018marking grid\u2019), I didn\u2019t challenge it. Not least because it was used by everyone around me, both at Sussex and at my previous institution and in the sector more widely. Also, it is the term used by <a href=\"https:\/\/help.turnitin.com\/feedback-studio\/turnitin-website\/student\/submitting-a-paper\/viewing-a-rubric-or-grading-form-before-you-submit.htm\">Turnitin<\/a> and <a href=\"https:\/\/community.canvaslms.com\/t5\/Student-Guide\/How-do-I-view-rubric-results-for-my-assignment\/ta-p\/533\">Canvas<\/a> for their in-built grading forms. Certainly there is plenty of interesting <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02602938.2018.1522528?journalCode=caeh20\">debate about the value and limitations of rubrics<\/a>, but what does the term actually describe, and should we be using it at all?<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p>What <em>does<\/em> the term &#8220;rubric&#8221; actually describe<br>and should we be <em>using<\/em> it at all?<\/p><\/blockquote><\/figure>\n\n\n\n<p>Since that time, I have (mostly) overcome my imposter syndrome. However, I have noticed three problems with the term &#8220;rubric&#8221; which can make its use a barrier to understanding and, therefore, to inclusion, accessibility and basic good practice:<\/p>\n\n\n\n<h3>Inconsistent use<\/h3>\n\n\n\n<p>I noticed that in some schools, courses and modules at Sussex, the term rubric is used to describe:<\/p>\n\n\n\n<ol><li>Grading forms &#8211; both those set up within Turnitin or Canvas and those provided separately;<\/li><li>Assignment instructions \u2013 both <a href=\"https:\/\/assignmentbriefdesign.weebly.com\/\">assignment briefs<\/a> (task descriptions) and completion and submission instructions (e.g. for exams); and<\/li><li>A combination of the two.<\/li><\/ol>\n\n\n\n<p>When&nbsp;I asked the Educational Enhancement team, many had also noticed such inconsistent use. Other, equally obfuscatory, terms were also identified by the team; such as the use, in some schools, of \u2018instrument\u2019 to describe assignment briefs.<\/p>\n\n\n\n<p>Of course, I\u2019m not the first to recognise this inconsistency.&nbsp; <a href=\"http:\/\/www.jstor.org\/stable\/26431198\">Cooper and Gargan<\/a> in 2011, note that \u201cthe term, apparently, can refer to almost anything: rule, guide, criterion, or description that is used to assess the progress of students in their academic subjects, as well as the grading system for assessing each criterion.\u201d In 2015, <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02602938.2015.1111294?journalCode=caeh20\">Phillip Dawson<\/a> from the Centre for Research in Assessment and Digital Learning, noted that \u201csince the beginning of its use in education, \u2018rubric\u2019 has not been a particularly clear term\u201d.<\/p>\n\n\n\n<h3>Inconsistent definitions<\/h3>\n\n\n\n<p>The problem also goes beyond how \u2018we\u2019 use the term to the fact it is defined differently by \u2018others\u2019. For example, if you Google something like \u2018Rubric meaning\u2019 the top result will be the definition provided by Google\u2019s own Dictionary informing you a rubric is \u201c<em>A heading on a document. A set of instructions or rules<\/em>\u201d. You\u2019ll probably also see a link to Collins Dictionary, stating \u201c<em>A rubric is a set of rules or instructions, for example the rules at the beginning of an examination paper<\/em>\u201d.&nbsp; This is because the term was originally used to refer to red text, specifically instructions in a liturgical book on how a church service should be conducted.<\/p>\n\n\n\n<p>The Oxford English Dictionary also provides this usage, along with other uses of the term to refer both to chapter headings and instructions or explanatory notes such those introducing an exam paper.&nbsp; However, also in common with a number of other dictionaries, the OED doesn\u2019t mention grading forms, or marking grids or any such definition.&nbsp;<\/p>\n\n\n\n<p>However, if you ask ChatGPT the same question you will likely receive, like me, a response describing a rubric as \u201c&#8230;<em>a scoring guide or a set of criteria used to assess and evaluate the quality or performance of a task, project, or assignment\u201d.<\/em><\/p>\n\n\n\n<p>Now, consider the implications of this lack of consistency for students who, faced with the novel term \u2018rubric\u2019, ask Google or ChatGPT and are given a definition which doesn\u2019t match their experience of its use. Or worse, the term has been used inconsistently (as above) and they are trying to tease out its \u2018correct\u2019 meaning. Less confident students, particularly those dealing with their own case of imposter syndrome, will likely think it is their fault they can\u2019t reconcile the \u2018thing\u2019 with the definition(s) they are presented with.&nbsp; Although the ChatGPT definition aligns to the Canvas and Turnitin use of the term, wherein students are directed to \u2018view rubrics\u2019 to access a breakdown of their marks and\/or feedback, they don\u2019t come across this in every module and, if they do, it won\u2019t be until they are receiving grades on an assignment.<\/p>\n\n\n\n<h3>Unnecessary use<\/h3>\n\n\n\n<p>Ultimately, I think that the use of the term \u2018rubric\u2019 is a manifestation of academic gatekeeping, or the &#8216;<a href=\"https:\/\/www.gcu.ac.uk\/__data\/assets\/pdf_file\/0021\/30873\/advhe_hidden20curriculum.pdf\">hidden curriculum<\/a>\u2019, i.e.: the unspoken or assumed rules and norms that exist in educational settings. Indeed, writing in <a href=\"https:\/\/www.proquest.com\/docview\/224857225\/fulltext\/AD8E227859594544PQ\/1?accountid=14182\">1997, Popham<\/a> observed that 20 years previously,<\/p>\n\n\n\n<p class=\"has-text-align-left\">\u201c&#8230;rubric began to take on a new meaning among educators. Measurement specialists who scored students\u2019 written compositions began to use the term to describe the rules that guided their scoring. They could have easily employed a more readily comprehensible descriptor, such as scoring guide, but scoring guide lacked adequate opacity. Rubric was a decisively more opaque, hence technically attractive, descriptor.\u201d<\/p>\n\n\n\n<p>As such, its use is a barrier to learning and increases the cognitive load and stress for students who are simply trying to understand what is being asked of them as they attempt to navigate the world of higher education.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p>Its use is a <em>barrier<\/em> to learning and<br>increases the cognitive load and stress<br>for <em>students<\/em>.<\/p><\/blockquote><\/figure>\n\n\n\n<h3>What should we call these things instead?<\/h3>\n\n\n\n<p>We have, at our disposal, a wide range of easily understandable terms and phrases to describe grading forms, marking grids or assignment briefs. Even if we are inconsistent in the exact use of these terms, they still clearly describe the \u2018thing\u2019 we are referring to.&nbsp; So why not use them? Yes, &#8216;rubric\u2019 is a term students see, and need to understand, when accessing their grades and feedback in <a href=\"https:\/\/community.canvaslms.com\/t5\/Student-Guide\/How-do-I-view-rubric-results-for-my-assignment\/ta-p\/533\">Canvas<\/a> and <a href=\"https:\/\/help.turnitin.com\/feedback-studio\/turnitin-website\/student\/submitting-a-paper\/viewing-a-rubric-or-grading-form-before-you-submit.htm\">Turnitin<\/a>.&nbsp; Yes, it&#8217;s used with wild abandon across Higher Education. Therefore, we\u2019ve agreed in Educational Enhancement that we will:<\/p>\n\n\n\n<ol><li>Always clarify the definition when using it with staff (and maybe link to this blog?);<\/li><li>Question and challenge its use for assignment briefs or exam instructions;<\/li><li>Question and challenge its use without further definition in student facing communication; and<\/li><li>Suggest to schools that they agree to do the same.<\/li><\/ol>\n\n\n\n<p>This is a first step in our ongoing discussion in Educational Enhancement on enabling clarity and transparency in the communication of assessment requirements and marking criteria.<\/p>\n\n\n\n<p>So, the question remains, will you join us?<\/p>\n\n\n\n<p>If you would like to contact the Educational Enhancement team about best practice in developing assignment briefs, or would like to know more about using rubrics (grading forms), please find us at <a href=\"mailto:educationalenhancement@sussex.ac.u\">educationalenhancement@sussex.ac.uk<\/a><\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9781\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/25\/your-students-dont-know-what-a-rubric-is-and-maybe-you-dont-either\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-9781\" class=\"share-facebook sd-button share-icon no-text\" 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To better reflect the activities of our department, Technology Enhanced Learning has been renamed Educational Enhancement (EE). In recent years the team, which was originally focussed on Learning Technologies, has grown to also include Academic Development and Online Distance Learning. What does Educational Enhancement\u2026","rel":"","context":"In &quot;Technology Enhanced Learning&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2022\/09\/MicrosoftTeams-image.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":10300,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2025\/06\/12\/academic-developers-june-round-up-3\/","url_meta":{"origin":9781,"position":1},"title":"Academic Developers June round up","date":"12th June 2025","format":false,"excerpt":"Welcome to the June 2025 edition of the Academic Developers round up. Sussex Academic Framework Most of our focus at the moment is on supporting the implementation of the new Sussex Academic Framework. This includes providing direct support and guidance to our faculties, via bespoke workshops.\u00a0 We\u2019re also helping to\u2026","rel":"","context":"With 2 comments","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2025\/06\/Round-up-October.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9558,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/06\/08\/academic-developers-june-round-up\/","url_meta":{"origin":9781,"position":2},"title":"Academic Developers June round-up","date":"8th June 2023","format":false,"excerpt":"Education Festival 2023 \u00a0 Last month, 46 colleagues participated in the first ever Education Festival at Sussex. Ahead of the Education Awards in the evening, we enjoyed a half-day of speed presentations, interactive workshops and a solution room dedicated to generative AI. We discussed a broad range of topics such\u2026","rel":"","context":"In &quot;Professional Development&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/06\/Festival-scaled.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9543,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/06\/27\/the-quest-for-alternative-assessment\/","url_meta":{"origin":9781,"position":3},"title":"The quest for alternative assessment","date":"27th June 2023","format":false,"excerpt":"Formal exams and essays have formed the backbone of academic assessment for centuries, but they are far from perfect, and they don\u2019t suit everyone - tutors and learners alike.\u00a0Alternative assessment methods have been growing in popularity. Could it be the accelerating adoption of artificial intelligence that finally forces us to\u2026","rel":"","context":"In &quot;Learning Design&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/06\/Picture1.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9644,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/09\/26\/academic-developers-september-round-up\/","url_meta":{"origin":9781,"position":4},"title":"Academic Developers September round-up","date":"26th September 2023","format":false,"excerpt":"Get Ready for the Start of TermA AI image created in Padlet If you\u2019re not sure where to start with these updates or have any questions, get in touch with the\u00a0Educational Enhancement team, who are happy to help. \u00a0 For the 23\/24 Academic Year, the University of Sussex is continuing\u2026","rel":"","context":"In &quot;Blended learning&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/09\/Screenshot-2023-09-25-at-17.18.11.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9290,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/10\/04\/the-f-word-or-how-you-can-learn-to-stop-worrying-and-love-the-process\/","url_meta":{"origin":9781,"position":5},"title":"The F word or, how you can learn to stop worrying and love the process","date":"4th October 2022","format":false,"excerpt":"Yes, we're of course talking about feedback. So, what is feedback? This excerpt taken from our Effective Feedback page on the Educational Enhancement website, sums it up nicely. \u2018Effective feedback involves sense-making. It should help students to make sense of information from various sources and use it to enhance their\u2026","rel":"","context":"In &quot;feedback&quot;","img":{"alt_text":"Wooden hand pointing to the left of the frame. The wooden hand sign occupies most of the frame, the ground is covered in snow.","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2022\/10\/brigitta-schneiter-SxOc4wQdES0-unsplash-scaled.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9781"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/405"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=9781"}],"version-history":[{"count":3,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9781\/revisions"}],"predecessor-version":[{"id":9811,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9781\/revisions\/9811"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=9781"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=9781"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=9781"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}