1
Week 5: Rubric Development
PURPOSE
This assignment provides the student with the opportunity to develop a rubric for a written assignment. The
assignment requires the identification of a written learning assignment with the purpose and learner clearly
noted. The rubric is developed as the MSN student identifies the level of performance, criteria, and
descriptors. Self-reflection is included so that the MSN student can consider self-directed improvement.
COURSE OUTCOMES
Through this assignment, the student will demonstrate the ability to do the following.
CO 1: Apply information related to assessment and evaluation in diverse healthcare and academic settings
to foster learning. (PO 1)
CO 2: Incorporate caring, professional values and ethics in the application of assessment and evaluation
processes to diverse learning activities. (POs 2, 4)
CO 3: Employ a spirit of inquiry and scholarship to foster professional development regarding the use of
assessment and evaluation in diverse healthcare and academic settings. (POs 3, 4)
DUE DATE: Sunday, 11:59 p.m. MT at the end of Week 5
TOTAL POINTS POSSIBLE: 180 POINTS
REQUIREMENTS
Description of the Assignment
This assignment requires the student to develop a rubric for a written learning activity. The learning activity
must be a written assignment with no PowerPoint, oral, return demonstration, or simulation learning
activities to be used. The MSN student may select the focus of the learning activity to be within a nurse
professional development or an academic setting.
Criteria for Content
Description of the learning activity required of learners: Within this section, the MSN student
provides the following required elements.
•
Identification of the purpose of written assignment
•
Description of the required WRITTEN learning activity
•
Identification of the level of the learner
NR 537: W5 Assignment
Rubric Development
02/24/2019 (JAR)
1
2
•
Identification of practice setting of the learner (i.e., nurse professional development; academic)
•
Provide two learning outcomes for the required written assignment using Bloom's revised
taxonomy
Identification of content and format criteria for the WRITTEN learning activity: Within this section,
the MSN student provides the following required elements.
•
Identification of three content criteria for the written learning activity
•
Explain how each of the three content criteria contribute to the identified learning outcomes
•
Transfer each of the three content criteria to the rubric template
•
Identification of two format criteria for the written learning activity
•
Explain how each of the two format criteria contribute to the identified learning outcomes
•
Transfer each of the two format criteria to the rubric template
Identification of performance levels for the learning activity: Within this section, the MSN student
provides the following required elements.
•
Identification of four performance levels for the written learning activity with a textual
description
•
Identification of four performance levels for the written learning activity using numerical
parameters
•
Descriptors of the required performance level are mutually exclusive
•
Placement of performance levels in the rubric template
Development of descriptors for each criterion at each level of performance for the learning activity:
Within this section, the MSN student provides the following required elements.
•
Identification of descriptors for each criterion at each performance level
•
Identification of descriptors that are mutually exclusive
•
Identification of descriptions that are measurable
•
Add descriptors within the rubric template
PREPARING THE ASSIGNMENT
Criteria for Format and Special Instructions
The information related to the following sections is presented using a paragraph style. These sections
are noted to be the following.
NR 537: W5 Assignment
Rubric Development
02/24/2019 (JAR)
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3
a. Description of the learning activity required of learners
b. Self-reflection
2. The rubric for the written assignment is to be presented via the required template located within
the Assignment area of NR537.
3. Title page and reference page (if needed) must follow APA guidelines as found in the 6th edition of
the manual.
4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal,
scientific writing.
DIRECTIONS AND ASSIGNMENT CRITERIA
Assignment Criteria
Description of the learning activity
required of learners
Identification of content and format
criteria for the learning activity
NR 537: W5 Assignment
Points
%
45
25
50
28
Rubric Development
Description
Required content for this section
includes demonstration of the
following.
•
Identification of the purpose of
written assignment
•
Description of the required
WRITTEN learning activity
•
Identification of the level of the
learner
•
Identification of practice setting of
the learner (i.e., nurse professional
development; academic)
•
Provide two learning outcomes for
the required written assignment
using Bloom's revised taxonomy
Required content for this section
includes demonstration of the
following.
•
Identification of three content
criteria for the written learning
activity
•
Explain how each of the three
content criteria contribute to the
identified learning outcomes
02/24/2019 (JAR)
3
4
Identification of performance levels
for the learning activity
Develop descriptors for each criterion
at each level of performance for the
learning activity
25
50
14
28
•
Transfer each of the three content
criteria to the rubric template
•
Identification of two format criteria
for the written learning activity
•
Explain how each of the two format
criteria contribute to the identified
learning outcomes
•
Transfer each of the two format
criteria to the rubric template
Required content for this section
includes demonstration of the
following.
•
Identification of four performance
levels for the written learning
activity with a textual description
•
Identification of four performance
levels for the written learning
activity using numerical parameters
•
Descriptors of the required
performance level are mutually
exclusive
•
Placement of performance levels in
the rubric template
Required content for this section
includes demonstration of the
following.
•
•
•
•
NR 537: W5 Assignment
Rubric Development
Identification of descriptors
for each criterion at each
performance level
Identification of descriptors
that are mutually exclusive
Identification of
descriptions that are
measurable
Add descriptors within the
rubric template
02/24/2019 (JAR)
4
5
Scholarly writing
10
Total
NR 537: W5 Assignment
180
6
Required content for this section
includes demonstration of the
following.
•
Rules of APA citation style
•
Scholarly grammar,
spelling, word usage,
punctuation, and other
aspects of formal written
work as found in the 6th
edition of the APA manual
100%
Rubric Development
02/24/2019 (JAR)
5
6
GRADING RUBRIC
Assignment
Criteria
Exceptional
Exceeds
Meets
Needs Improvement
Developing
Outstanding or highest
level of performance
Very good or high level of
performance
Competent or satisfactory
level of performance
Poor or failing level of
performance
Unsatisfactory level of
performance
40 Points
36 Points
17 Points
0 Points
Presentation of
information in one or two
of the following elements
fails to meet expectations.
Presentation of information
is unsatisfactory in three or
more of the following
elements.
•
•
Content
Possible Points = 170
Description of
the learning
activity
required of
learners
45 Points
Presentation of
information was
exceptional and included
all the following
elements.
Presentation of
information was good
and included all the
following elements but
was superficial in places.
Presentation of
information was noted in
all the following elements
but was only minimally
demonstrated.
•
•
•
•
•
•
•
Identification of the
purpose of written
assignment
Description of the
required WRITTEN
learning activity
Identification of the
level of the learner
Identification of
practice setting of
the learner (i.e.,
nurse professional
development;
academic)
Provide two learning
outcomes for the
required written
assignment using
NR537: W5 Assignment
•
•
•
•
Identification of the
purpose of written
assignment
Description of the
required WRITTEN
learning activity
Identification of the
level of the learner
Identification of
practice setting of the
learner (i.e., nurse
professional
development;
academic)
Provide two learning
outcomes for the
required written
assignment using
Rubric Development
•
•
•
•
Identification of the
purpose of written
assignment
Description of the
required WRITTEN
learning activity
Identification of the
level of the learner
Identification of
practice setting of the
learner (i.e., nurse
professional
development;
academic)
Provide two learning
outcomes for the
required written
assignment using
•
•
•
•
Identification of the
purpose of written
assignment
Description of the
required WRITTEN
learning activity
Identification of the
level of the learner
Identification of
practice setting of the
learner (i.e., nurse
professional
development;
academic)
Provide two learning
outcomes for the
required written
assignment using
2/24/19 (JAR)
•
•
•
•
Identification of the
purpose of written
assignment
Description of the
required WRITTEN
learning activity
Identification of the level
of the learner
Identification of practice
setting of the learner
(i.e., nurse professional
development; academic)
Provide two learning
outcomes for the
required written
assignment using
Bloom’s revised
taxonomy
6
7
Bloom’s revised
taxonomy
Identification
of content
and format
criteria for the
learning
activity
Bloom’s revised
taxonomy
Bloom’s revised
taxonomy
Bloom’s revised
taxonomy
50 Points
44 Points
40 Points
19 Points
Presentation of
information was
exceptional and included
all the following
elements.
Presentation of
information was good
and included all the
following elements but
was superficial in places.
Presentation of
information was noted in
all the following elements
but was only minimally
demonstrated.
Presentation of
information in one, two, or
three of the following
elements fails to meet
expectations.
•
•
•
•
•
•
•
•
Identification of
three content criteria
for the written
learning activity
Explain how each of
the three content
criteria contribute to
the identified
learning outcomes
Transfer each of the
three content criteria
to the rubric
template
Identification of two
format criteria for
the written learning
activity
Explain how each of
the two format
criteria contribute to
the identified
learning outcomes
NR537: W5 Assignment
•
•
•
•
Identification of three
content criteria for
the written learning
activity
Explain how each of
the three content
criteria contribute to
the identified
learning outcomes
Transfer each of the
three content criteria
to the rubric
template
Identification of two
format criteria for the
written learning
activity
Explain how each of
the two format
criteria contribute to
the identified
learning outcomes
Rubric Development
•
•
•
•
Identification of three
content criteria for
the written learning
activity
Explain how each of
the three content
criteria contribute to
the identified learning
outcomes
Transfer each of the
three content criteria
to the rubric template
Identification of two
format criteria for the
written learning
activity
Explain how each of
the two format
criteria contribute to
the identified learning
outcomes
•
•
•
•
Identification of three
content criteria for the
written learning
activity
Explain how each of
the three content
criteria contribute to
the identified learning
outcomes
Transfer each of the
three content criteria
to the rubric template
Identification of two
format criteria for the
written learning
activity
Explain how each of
the two format criteria
contribute to the
identified learning
outcomes
2/24/19 (JAR)
0 Points
Presentation of information
is unsatisfactory in four or
more of the following
elements.
•
•
•
•
•
•
Identification of three
content criteria for the
written learning activity
Explain how each of the
three content criteria
contribute to the
identified learning
outcomes
Transfer each of the
three content criteria to
the rubric template
Identification of two
format criteria for the
written learning activity
Explain how each of the
two format criteria
contribute to the
identified learning
outcomes
Transfer each of the two
format criteria to the
rubric template
7
8
•
Identification
of
performance
levels for the
learning
activity
Transfer each of the
two format criteria to
the rubric template
•
25 Points
Transfer each of the
two format criteria to
the rubric template
•
22 Points
Transfer each of the
two format criteria to
the rubric template
10 Points
Presentation of
information was good
and included all the
following elements but
was superficial in places.
Presentation of
information was noted in
all the following elements
but was only minimally
demonstrated.
•
•
•
•
•
•
50 Points
NR537: W5 Assignment
•
•
•
Identification of four
performance levels
for the written
learning activity with
a textual description
Identification of four
performance levels
for the written
learning activity using
numerical parameters
Descriptors of the
required
performance level are
mutually exclusive
Placement of
performance levels in
the rubric template
44 Points
Rubric Development
Transfer each of the
two format criteria to
the rubric template
20 Points
Presentation of
information was
exceptional and included
all the following
elements.
Identification of four
performance levels
for the written
learning activity with
a textual description
Identification of four
performance levels
for the written
learning activity using
numerical
parameters
Descriptors of the
required
performance level
are mutually
exclusive
Placement of
performance levels in
the rubric template
•
•
•
•
Identification of four
performance levels
for the written
learning activity with
a textual description
Identification of four
performance levels
for the written
learning activity using
numerical parameters
Descriptors of the
required performance
level are mutually
exclusive
Placement of
performance levels in
the rubric template
0 Points
Presentation of
information in one or two
of the following elements
fails to meet expectations.
Presentation of information
is unsatisfactory in three or
more of the following
elements.
•
•
•
•
•
Identification of four
performance levels for
the written learning
activity with a textual
description
Identification of four
performance levels for
the written learning
activity using
numerical parameters
Descriptors of the
required performance
level are mutually
exclusive
Placement of
performance levels in
the rubric template
40 Points
19 Points
2/24/19 (JAR)
•
•
•
Identification of four
performance levels for
the written learning
activity with a textual
description
Identification of four
performance levels for
the written learning
activity using numerical
parameters
Descriptors of the
required performance
level are mutually
exclusive
Placement of
performance levels in the
rubric template
0 Points
8
9
Develop
descriptors for
each criterion
at each level
of
performance
for the
learning
activity
Presentation of
information was
exceptional and included
all the following
elements.
Presentation of
information was good
and included all the
following elements but
was superficial in places.
Presentation of
information was noted in
all the following elements
but was only minimally
demonstrated.
•
•
•
•
•
•
Identification of
descriptors for each
criterion at each
performance level
Identification of
descriptors that are
mutually exclusive
Identification of
descriptions that are
measurable
Add descriptors
within the rubric
template
•
•
•
Identification of
descriptors for each
criterion at each
performance level
Identification of
descriptors that are
mutually exclusive
Identification of
descriptions that are
measurable
Add descriptors
within the rubric
template
•
•
•
Presentation of
information in one or two
of the following elements
fails to meet expectations.
Presentation of information
is unsatisfactory in three or
more of the following
elements.
•
•
Identification of
descriptors for each
criterion at each
performance level
•
Identification of
descriptors that are
mutually exclusive
•
Identification of
descriptions that are
measurable
•
Add descriptors within
the rubric template
Identification of
descriptors for each
criterion at each
performance level
Identification of
descriptors that are
mutually exclusive
Identification of
descriptions that are
measurable
Add descriptors within
the rubric template
•
•
•
Identification of
descriptors for each
criterion at each
performance level
Identification of
descriptors that are
mutually exclusive
Identification of
descriptions that are
measurable
Add descriptors within
the rubric template
Content Subtotal _____ of 170 Points
Format
Possible Points = 10
Criteria
Scholarly
writing at the
graduate
level
10 Points
9 Points
1–2 errors or exceptions
to the rules of APA
citation style, grammar,
spelling, word usage,
punctuation, and other
aspects of formal written
3–4 errors or exceptions
to the rules of APA
citation style, grammar,
spelling, word usage,
punctuation and other
aspects of formal written
NR537: W5 Assignment
Rubric Development
8 Points
5–6 errors or exceptions
to the rules of APA
citation style, grammar,
spelling, word usage,
punctuation and other
aspects of formal written
4 Points
0 Points
7–8 errors or exceptions to
the rules of APA citation
style, grammar, spelling,
word usage, punctuation
and other aspects of
formal written work as
9 or more errors or
exceptions to the rules of
APA citation style, grammar,
spelling, word usage,
punctuation and other
aspects of formal written
2/24/19 (JAR)
9
10
work as found in the 6th
edition of the APA
manual
work as found in the 6th
edition of the APA
manual
work as found in the 6th
edition of the APA manual
found in the 6th edition of
the APA manual
work as found in the 6th
edition of the APA manual
Format Subtotal _____ of 10 Points
Total Points _____ of 180 Points
NR537: W5 Assignment
Rubric Development
2/24/19 (JAR)
10
NR537: Assessment and Evaluation in Education
Template for Week 5 Assignment: Rubric Development
(To be inserted into the Word Document)
Performance
Level #1
Written Assignment Content:
Criterion #1
Criterion #2
Criterion #3
Written Assignment Format:
Criterion #1
Criterion #2
Criterion #3
Criterion # ……..
Performance
Level #2
Performance
Level #3
Performance
Level #4
1
TIPS ON WRITING A RUBRIC
The type of rubric required for Week 5 Assignment is referred to as an analytic rubric. With this type of
rubric assignment, criteria are developed along with the evaluation standards. Measuring student
learning is the goal of the analytic rubric. While the number of parts of a rubric can vary, for the NR537
assignment, the parts are noted to be the following.
•
•
•
•
Description of the task required of learners
Identification of criteria for the task
Identification of performance level
Development of descriptors for each level
Description of the Learning Activity Required of Learners
In this section, the educator describes the task that he or she wants the learners to complete. To initiate
these thoughts, the educator considers the information that is very important to the learner and that
has application in a practice setting. For example, educators working in either the nurse professional
development or academic setting would be interested in providing a learning activity that focused on
patient safety. The learning activity for academic nursing students may be the development of a concept
map related to immune suppression, whereas educators in the nurse professional development setting
may have a learning activity that demonstrates the use of new personal protection equipment.
Whatever the setting, the educator needs a clear and comprehensive understanding of the purpose or
goal of the learning activity. In other words, what is the knowledge, skills, or attitudes that you, the
educator, want the participants to achieve or learn by completing the assigned activity?
While considering the purpose or goal, the educator immediately considers how achievement of
learning will be determined. This will serve as the foundation of the analytic rubric. In addition,
remember the role of validity within assessment. Recall that validity of assessment refers to the ability
to measure what is supposed to be measured. Does the assessment accurately measure what you, the
educator, want to measure? Does the assessment measure the knowledge, skills, or attitudes of the
learner regarding the goal you have established? To accomplish valid assessment, the learning goal must
be clearly stated.
A poorly stated goal would be:
NR537: Week 5
Tips on writing a rubric
2/24/19/2019 (JAR)
1
2
The learners will develop knowledge regarding immune suppression. [This is poorly stated
because it is not possible to have a valid way to assess the learner for “develop knowledge.”]
A correctly stated goal would be:
The learners will build a comprehensive concept map regarding immunosuppression. [The verb
“build” can be assessed by reviewing the written assignment for quality and “comprehensive”
can be assessed by the learner demonstrating all the required elements within the concept
map.]
Identification of Criteria for the Learning Activity
Once the educator has a clear perception of the required learning activity, the criteria or elements of the
activity need to be identified. To assist with this, the educator considers the criteria or steps needed to
demonstrate the desired end result.
Let’s consider the learning activity for a concept map on immunosuppression. After reviewing several
different styles of concept maps, the educator decides on the following elements.
•
•
•
Two-sentence definition of the main concept of immunosuppression
Identification of key concepts
Relationships between concepts
Note: This is an example of only a few parts of a concept map; it does not represent a complete concept
map.
The educator also needs to consider formatting concerns related to a concept map. For example:
•
•
•
How many references for the information?
What graphic representations are to be used (i.e., circles, squares, rectangles, etc.)?
How should relationships between concepts be demonstrated?
As the educator develops and refines the criteria, it is very important that each criterion is distinct,
carefully avoiding overlap between the criteria. For most analytic rubrics, the criteria are listed in a row.
Identification of Performance Level
The next step is to develop the performance levels identified within the rubric. These levels serve as the
column headings and may be stated in numerical, descriptive terminology, or both. For example, a
numerical performance level may be a percentage, such as 100%, 90%, or 60%. The numbers should not
overlap and ranges are avoided. Using categories of 90 to 95% and 85 to 90% as performance levels
results in confusion, because it is unclear which column a score of 90% would be assigned.
In a similar manner, the descriptive wording should show the uniqueness of each level and avoid
overlap. For example, having one column labeled as “outstanding” and another labeled as “exceptional”
results in uncertainty over the difference in the performance by learners. In this example, is there any
NR537: Week 5
Tips on writing a rubric
2/24/19/2019 (JAR)
2
3
difference between a learner’s level of performance to be scored as “outstanding” as compared to
“exceptional”? Which level represents a higher level of quality in the learning activity?
The number of performance levels can vary, but 3 to 5 columns/levels are commonly used.
An example of correctly worded performance levels would be:
Outstanding
Satisfactory
Unsatisfactory
Criterion #1
Another example of discriminating performance-level wording would be:
Exemplary
Marginal
Unacceptable
Criterion #1
Notice that the identified performance levels are clearly stated and overlap of wording between the
categories is avoided.
NOTE: For the Week 5 assignment, FOUR performance levels are required.
Development of Descriptors for Each Level
The last step is probably the most challenging, because the descriptors for each criterion at each
performance level need to be developed. The descriptor is a brief statement that identifies to the
learner the expectations for each performance level for each criterion. Within the rubric table, this
means each cell contains descriptive wording that identifies the unique characteristics or expectations
for the learning activity.
To start the writing of these descriptors, it is often helpful to begin at the highest performance level;
then consider the lowest or unacceptable performance level; and finally, complete the middle or
intermediate performance levels. The descriptions should be specific and measurable using objective
wording. Each level should be clearly differentiated from the next performance level. In other words, the
descriptors are mutually exclusive so that the work of a learner belongs at only one performance level.
Remember that while rubrics are useful to the learner in developing a learning activity, they are also
used by an educator to evaluate or determine the performance level of the work.
The following table shows the parts of a commonly designed rubric.
NR537: Week 5
Tips on writing a rubric
2/24/19/2019 (JAR)
3
4
Performance
Level
Performance
Level
Performance
Level
Performance
Level
Content: points
Criterion 1
Descriptor
Descriptor
Descriptor
Descriptor
Criterion 2
Descriptor
Descriptor
Descriptor
Descriptor
Criterion 3
Descriptor
Descriptor
Descriptor
Descriptor
Content points earned:
Format: points
Criterion 1
Descriptor
Descriptor
Descriptor
Descriptor
Criterion 2
Descriptor
Descriptor
Descriptor
Descriptor
Criterion 3
Descriptor
Descriptor
Descriptor
Descriptor
Format points earned:
Total points earned:
The following table shows the parts for the example regarding concept mapping. Please remember that
the following example does not represent a complete learning assignment.
Excellent
Satisfactory but needs
improvement
Unsatisfactory
Content: 50 possible points
NR537: Week 5
Tips on writing a rubric
2/24/19/2019 (JAR)
4
5
Criterion 1: Definition
of main concept
The definition fully
explains the concept of
immunosuppression.
The definition partly
explains the concept of
immunosuppression.
The definition fails to
explain the concept of
immunosuppression.
Criterion 2:
Identification of key
concepts
Four key concepts
related to
immunosuppression
are identified.
Only three key
concepts related to
immunosuppression
are identified.
Two or less key
concepts related to
immunosuppression
are identified.
Criterion 3:
Relationship between
concepts
All relationships
between the key
concepts regarding
immunosuppression
are identified.
Only three key
concepts have the
relationships regarding
immunosuppression
identified.
Two or less key
concepts have the
relationships regarding
immunosuppression
identified.
Only three of the
required references
were correctly cited
using 6th edition APA
style.
Two or less of the
required references
were correctly cited
using 6th edition APA
style.
Content points earned:
Format: 25 possible points
Criterion 1: References
All four of the required
references were
correctly cited using 6th
edition APA style.
Format points earned:
Total points earned:
NR537: Week 5
Tips on writing a rubric
2/24/19/2019 (JAR)
5
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