<p>&nbsp;</p> <p>I think these are important steps when designing a rubrics. &nbsp;The only question is who has the time?</p> <ol> <li> <p>Identify the type and purpose of the rubric. Consider the assignment/project and what you want to assess/evaluate and why.</p> </li> <li> <p>Identify distinct criteria to be evaluated. Develop/reference the existing description of the course/assignment/activity and pull your criteria from your objectives/outcomes. Make sure that the distinction between the assessment criteria is clear.</p> </li> <li> <p>Determine your levels of assessment. Identify your range and scoring scales.&nbsp;</p> </li> <li> <p>Describe each level for each of the criteria, clearly differentiating between them. For each criterion, differentiate clearly between the levels of expectation. Whether holistically or specifically, there should be no question as to where a product/performance would fall along the continuum of levels. You may find it helpful to start at the bottom (unacceptable) and top (mastery) levels and work your way &ldquo;toward the middle.&rdquo;</p> </li> <li> <p>Involve others in the development and effective use of the rubric. Whether it is the first time you are using a particular rubric or the 100th time, learner and/or colleague engagement in the initial design or on-going development of the assessment rubric is helpful. For student involvement, it helps to increase their knowledge of expectations and make them explicitly aware of what and how they are learning and their responsibility in the learning process.&nbsp;</p> </li> <li> <p>Pre-test and retest your rubric: A valid and reliable rubric is generally developed over time. Each use with a new group of learners or a colleague provides an opportunity to tweak and enhance it.</p> </li> </ol>