Student-participants believed that rubrics were designed to justify the grades being given to them.
These rubrics were designed to parse out each individual correct concept that might be included in the students' writing.
This category of rubric is designed for quick scoring but does not provide detailed feedback.
A concept mapping rubric was designed using Tanner's Clinical Judgment Model to guide students (n = 8) in the construction of clinical cases for the development of appropriate clinical judgment skills.
A rubric was designed to identify structural components of the tree, classification of the organisms, classification misconceptions and rationale for organization.
While teachers should be able to determine the factual accuracy of their students' presentation, the Meograph Rubric is designed to help them understand how proficient students were at, say, adding and introduction, thesis, context, supporting arguments, and the quality of audio, images, video and so on.
A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry.
The set of rubrics has been designed for flexible use by undergraduate life sciences departments at a broad range of institution types including 2-yr colleges, 4-yr liberal arts institutions, regional comprehensive institutions, and research institutions.
Using this generic framework for healthcare providers, and using a computerized system, appropriate instruments, rubrics or metrics can be designed for specific types of healthcare services.
However, several of the characteristics of the project such as the authentic application of instructional strategies, collaboration, the application of a well-designed rubric, and structured feedback can be designed and implemented in a variety of scales.
