| Rubric for Assignment 3: Literature review1Screen reader users, this is the assignment title. | ||||
|---|---|---|---|---|
| Criteria | Ratings | |||
| Organisation and structure2Screen reader users, this is a criterion. (20 points)3Screen reader users, this is a criterion weight. | 17-20 points:4Screen reader users, this is a score range. The review demonstrates a strong introduction, body, and conclusion. Sections are well-defined and logically ordered, enhancing readability and understanding.5Screen reader users, this is a score descriptor. | 13-16 points: The review includes a clear introduction, body, and conclusion. Sections are logically ordered. | 9-12 points: The review has a basic structure with an introduction, body, and conclusion, but sections are not clearly defined or logically ordered. | 0-8 points: The review lacks a clear introduction, body, and conclusion. Ideas are disjointed and difficult to follow. |
Rubrics and learning outcomes
Rubrics are tools used to grade students' work by setting clear criteria and performance levels. They show the aspects that will be taken into consideration when the marker evaluates a student's work.
The aim of a rubric is to provide explicit and clear communication of assignment expectations. Therefore, reading and understanding a rubric can improve students' chances of success on their assignments.
Features of rubrics
Rubrics can come in many different forms. However, here are some of their common features:
- assignment title
- criteria
- criterion weight
- score range
- score descriptor.
Here's a single criterion from a rubric with the criterion, criterion weight, score range and score descriptor highlighted. The full rubric can be viewed in the Sample rubric accordion folder.
Screen reader users, this text uses visual highlights to indicate different features of the rubric. Each highlight is explained for your convenience.
| Rubric for Assignment 3: Literature review | ||||
|---|---|---|---|---|
| Criteria | Ratings | |||
| Organisation and structure (20 points) | 17-20 points: The review demonstrates a strong introduction, body, and conclusion. Sections are well-defined and logically ordered, enhancing readability and understanding. | 13-16 points: The review includes a clear introduction, body, and conclusion. Sections are logically ordered. | 9-12 points: The review has a basic structure with an introduction, body, and conclusion, but sections are not clearly defined or logically ordered. | 0-8 points: The review lacks a clear introduction, body, and conclusion. Ideas are disjointed and difficult to follow. |
| Critical Analysis (25 points) | 21-25 points: The review offers in-depth analysis with insightful comparisons and contrasts of authors' viewpoints, supported by strong evidence and critical thinking. | 16-20 points: The review provides a balanced analysis with clear comparisons and contrasts of authors' viewpoints, supported by evidence. | 11-15 points: Some analysis is present, but it is superficial. Limited comparison and contrast of authors' viewpoints. | 0-10 points: The review mainly summarises sources without analysis. Minimal evidence of comparing or contrasting authors' viewpoints. |
| Engagement with Literature (20 points) | 17-20 points: Strong engagement with the literature, demonstrating thorough integration and deep understanding. The review synthesises information in a meaningful way. | 13-16 points: Good engagement with the literature, demonstrating integration and understanding of sources. The review synthesises information effectively. | 9-12 points: Some engagement with the literature, but sources are not well-integrated. Understanding of the literature is basic. | 0-8 points: Some engagement with the literature, but sources are not well-integrated. Understanding of the literature is basic. |
| Quality of Sources (15 points) | 13-15 points: All sources are relevant, credible, and current. The review uses a wide variety of quality source types to provide a comprehensive understanding of the topic. | 10-12 points: Most sources are relevant, credible, and current. The review includes a variety of source types. | 7-9 points: Some sources are relevant and credible, but others are not. The review uses a limited range of source types. | 0-6 points: Sources are not relevant, credible, or current. The review relies on a limited range of source types. |
| References (10 points) | 9-10 points: Consistent and accurate use of APA 7th edition referencing throughout the review. All citations are correctly included. | 7-8 points: APA 7th edition referencing is mostly correct, with occasional errors. All citations are included. | 5-6 points: Some attempt at APA 7th edition referencing, but with frequent errors. Several citations are missing or incorrect. | 0-4 points: APA 7th edition referencing is rarely used or incorrect. Many citations are missing. |
Understanding the weighting of a rubric
Each criterion in an assignment has a "weight" which indicates its contribution to your overall grade. The total of all criteria in assignments usually adds up to 100%, and you will usually be given a grade out of 100. For example, if the "Analysis" section of an assignment is worth 40%, then your performance in that area will contribute 40% to your final grade for the assignment.
By understanding your assignment's rubric and the weight of each criterion, you can better understand where to invest your time and energy to maximise your chances of success on the assignment.
Using rubrics to your advantage
Now that we understand what rubrics are, let's explore how they can be used to improve our assignments.
- Review the criteria: Read through each criterion carefully. Understand the distinctions between the different levels of achievement.
- Align your work: Use the rubric as a checklist to guide your work. Aim for the description from the column aligned to the highest score to guide you.
- Focus on analysis and application: Your ability to apply concepts to real-world situations is critical. Don't just summarise; analyse and justify your recommendations.
- Organise your work: Make sure your assignment is clear, logical, and well-structured, with easy transitions between ideas.
- Proofread your work: Ensure that your writing is clear, concise, and well-structured. If the rubric asks for an academic register, you'll need to use formal language.
- Referencing: Ensure that you are using RMIT Harvard referencing style throughout your assignment for citations and the reference list. Incorrect referencing will impact your score.
- Prioritise: Focus on heavily weighted sections, as they significantly impact your grade. However, low-weight sections also matter, so aim for consistent performance to avoid lowering your overall grade.
When assignments don't have a rubric
At RMIT, rubrics must be provided for all assignments that are worth 20 per or more of the total course mark. If you have not been provided with a rubric for your assignment, you can:
- Review the Assignment Prompt: Understand the task requirements by identifying key instruction verbs to ensure you are following the instructions as closely as possible.
- Ask Questions: Seek clarification from your teacher or tutor to find out what their expectations for the assignment are.
- Review the Course Outline: This will give you an idea of what skills and abilities you are expected to develop from the course.
Course learning outcomes
University courses outline skills for students to acquire, known as course learning outcomes (CLOs). Assignment instructions often specify which CLOs are addressed, helping students understand what assessors expect.
Here's an example of CLOs from a Bachelor of Education course linked to an assignment, with key content and instruction terms highlighted to guide students on the skills to demonstrate.
Screen reader users, this text uses visual highlights to indicate different features of the text. Each highlight is explained for your convenience.
CLO 1: Examine2Screen reader users, this is an instruction word. educator and student interactions1Screen reader users, this is a content phrase. using theoretical insights1Screen reader users, this is a content phrase. related to wellbeing1Screen reader users, this is a content phrase..
CLO 2: Critically assess2Screen reader users, this is an instruction phrase. elements influencing educator and student wellbeing1Screen reader users, this is a content phrase. and identify2Screen reader users, this is an instruction phrase. effective methods1Screen reader users, this is a content phrase. for addressing wellbeing issues1Screen reader users, this is a content phrase..
CLO 3: Utilise2Screen reader users, this is an instruction word. ethical guidelines and organisational frameworks1Screen reader users, this is a content phrase. to create2Screen reader users, this is an instruction word. practical solutions1Screen reader users, this is a content phrase. for supporting educator and student wellbeing1Screen reader users, this is a content phrase..
CLO 4: Explain2Screen reader users, this is an instruction word. essential aspects of educator and student wellbeing1Screen reader users, this is a content phrase. to various stakeholders1Screen reader users, this is a content phrase. to enhance2Screen reader users, this is an instruction word. professional knowledge and practices1Screen reader users, this is a content phrase..
Test your knowledge
Answer the following questions to test your understanding of what you've learnt.
