When using Universal Design for Learning (UDL) frameworks for assessment design and giving learners choice in terms of the format for presenting their learning and skills instructors are often curious about evaluation approaches, specifically rubric design. When evaluating an assignment a singular rubric can be applicable to all situations, regardless of the modality (or format) students choose for their assignment.
The analytical rubric below is an example of an evaluation tool that can be used for multimodal assessments. It emphasizes higher level categories, like analysis, and resource use, as well as overarching considerations for organization of the assignment submission, instead of the format of the assignment.
Analytic Rubrics
An analytic rubric provides both characteristics and categories for the assessment and the levels for each characteristic and category. This type of rubric allows learners to look for specifics on how to demonstrate success based on each criteria/category. Analytic rubrics give clear guidance for what students should be addressing. This template has the Brock grade levels at the top and different categories for consideration for a multimodal assignment.
Please feel free to modify depending on your essential course requirements and assignment goals.
| Minimum 50-59 | Average 60-69 | Above Average 70-79 | Excellent 80-100 | Score | |
| Analysis | Assignment has a basic understanding of some concepts and resources and has inaccuracies or lack of clarity in sections. | Assignment demonstrates a basic understanding of concepts and resources and may have some inaccuracies in the analysis. | Assignment demonstrates a clear understanding of the concepts and resources. | Assignment demonstrates outstanding analysis of concepts and resources in a comprehensive and accurate way. | |
| Content and Connections to Large Course, Disciplinary, or Societal Concepts | Assignment has basic understanding of some content and basic or rare references to connections that need to be made to larger course, disciplinary or societal concepts. | Assignment often demonstrates an understanding of content and connections, while still having gaps in awareness of some larger course, disciplinary or societal concepts. | Assignment demonstrates a clear understanding of content needed and occasionally makes connections to larger course, disciplinary or societal concepts. | Assignment demonstrates an outstanding awareness of the content needed in relation to the research question or case study and consistently makes larger connections to the course, disciplinary, and societal concepts. | |
| Resources and References | Assignment does not use the required amount of resources, or consistently provides incorrect or inaccurate references. | Assignment uses required amount of resources from the same areas and has numerous inconsistencies with referencing style. | Assignment uses required amount of resources, from similar source areas and may have a few inconsistencies in citation and referencing. | Assignment uses the required amount of resources, or more, which are creative, drawn from many different sources, and are consistently cited in an accurate manner. | |
| Organization | Assignment has basic organizational style and some of the section structure or organization can cause difficulties in navigation and engagement. | Assignment has an attempt at organization, and some sections could be organized differently to increase engagement and navigation. | Assignment has a clear organizational strategy throughout, though a few sections may be organized in an inconsistent manner | Assignment has consistent organization of ideas and resources throughout each section in a way that makes it easy to engage with and navigate. |
Reference
Gonzalez, J. (2014). Know Your Terms: Holistic, Analytic, and Single-Point Rubrics. Cult of Pedagogy. https://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/