A single point rubric
for the engineering design process
For more information about single point rubrics, including their advantages over traditional analytic rubrics, please refer to the information section later in this description.
This rubric is designed to be easily editable so that educators can customize their own descriptors or remove entire criteria if they wish to only evaluate certain parts of an assignment
In addition to the single criteria column, I have added a numerical scale to each criterion, which allows teachers to weight each category differently. For example, more difficult sections can be weighted out of 10, while less demanding sections can be weighted out of 5.
- Conceptualization and Design
- Planning and Construction
- Testing and Evaluation
- Teamwork and Collaboration
What are Single Point Rubrics?
Single point rubrics are similar to analytic rubrics, but rather than a full menu of performance levels, each describes expectations with just a single column of criteria. Because of their simplicity, single point rubrics only describe the criteria for proficiency. This means that they do not specify ALL the ways a student’s work could fall below expectations and they do not restrict the ways a student’s work could exceed expectations.
Advantages of Single Point Rubrics:
Easier and Faster to Create
Teachers no longer have to spend precious time thinking up all the different ways students could fail to meet expectations.
Economy of Language
With far fewer words, students are more likely to read them when preparing an assignment. With only the target expectations to focus on, students are much more likely to read those expectations carefully.
Open-Ended “Concerns” Section
Teachers no longer have to have to struggle to find the right language when a student’s work departs from the descriptions. This means that there is no hand-wringing in order to place a student’s score between performance levels.
Open-Ended “Advanced” Section
With no limits on how students can stretch themselves, creativity is not hindered. Students may surprise us if we leave quality open-ended.
Rather than choosing from a list of generic descriptions, teachers can specify key problem areas and points of excellence for a particular student.
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