Informing students about assignment evaluation: The rubric

Abstract

ABSTRACT In past columns, I have introduced class assignments in a basic reference class as examples of how to assist graduate students to prepare for future careers as information specialists. In most columns, I described an assignment. Then, a current or former student who had completed the assignment summarized his or her experience. In a few cases, I provided minimal discussion on how I evaluated student work. For example, in reviewing reflective essays, I mentioned that I “assess[ed] them on the basis of strong writing, detail, and organization” (Roy & Gaylord, 2015). I “evaluate[d] questions [students] ask[ed], considering whether they [were] well designed, reasonable, and realistic” (Roy & Gaylord, 2015). While those comments are logical, they offer an incomplete view of the role of evaluation: they only open the door to additional student questions regarding how to complete an assignment and, more importantly from their standpoint, how to do well and receive a positive grade. Student evaluation is not an easy topic to address but it is essential in ensuring that students have confidence in their abilities and that they feel fairly treated by their instructor. The topic of this column, then, is to look at how to evaluate student work in a reference class.