Demystifying Rubrics and Exemplars for New Faculty
A commonly misunderstood concept among new faculty members is the role (and value) of rubrics and exemplars in post-secondary education. For many new faculty members, these terms are new or perhaps associated only with K-12. When these tools are introduced, they are sometimes met with resistance. A reasonable objection is the considerable up-front investment required to develop rubrics and exemplars, but objections also seem to arise from the belief that rubrics and exemplars facilitate student achievement. To which I reply, “Great! Isn’t that the goal?” Any number of analogies can work here. For example, exemplars establish the destination and rubrics are the road maps. I’m trying out a new sports analogy to emphasize the value of transparency and communicating expectations. If you are coaching an elite sprinter, you would provide instruction on the mechanics of sprinting, develop a strength training regimen and a nutrition plan — all with a specific goal in mind (e.g., Olympic team). However, you would also review video (exemplars) and establish specific criteria for the start, stride frequency, stride length, and, of course, the time required to make the team (a rubric). Without these tools, the athlete could be taught to run “fast”, but fast is a relative term. The exemplar and the rubric will clarify expectations, allowing the athlete to meet the goal.
Exemplar: The Biomechanics of Usain Bolt
https://www.sportsengine.com/us/video/track-field/biomechanics-usain-bolt
Rubric: Athletics Canada Tokyo 2020 Olympic Games Qualification Standards
https://athletics.ca/wp-content/uploads/2019/04/2020-Olympic-Nomination-Criteria-EN.pdf
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https://athletics.ca/wp-content/uploads/2019/04/2020-Olympic-Nomination-Criteria-EN.pdf
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