Rubrics in the political science classroom: Packing a serious analytical punch

Maria Rost Rublee*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    Abstract 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.

    Original languageEnglish
    Pages (from-to)199-203
    Number of pages5
    JournalPS - Political Science and Politics
    Volume47
    Issue number1
    DOIs
    Publication statusPublished - Jan 2014

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