Table 11: [Potluck] Rubrics: To Increase Feedback and Decrease Time Grading


  • Facilitator: Veronica Garrison-Joyner George Mason University
  • Facilitator: Lourdes Fernandez George Mason University; Writing and Rhetoric Program
  • Facilitator: Darlene Smucny George Mason University



feedback, rubrics, student writing, assessment, self-regulated learning


**Participants are strongly encouraged to bring a few printed copies of a specific example activity, assignment oràstrategy they use in their classroom related to this topic to share.**
NOTE: You can still join a potluck even if you didnââ¬â¢t bring anything!
Welcome to ITL and this table! àJoin your fellow Mason instructors to informally discuss this table's topic. At the table, you will find desk copies of related resources (digital versions are available below), and an experienced Mason colleague who has experience and strategies related to this topic.ààNot sure what to talk about?ààHere are some conversation starters:
  • Share a little about yourselves:à

    • Department

    • Years at Mason

    • Courses you are teaching

    • What excites you about teaching?

  • What brought you to this table?

  • What kinds of rubrics, grading guides, criteria checklists, or feedback systems have you used in your courses?

  • When or where might you choose to use a more ââ¬Åanalyticââ¬Â rubric (X number of points per category add up to a grade) vs. a more ââ¬Åholisticââ¬Â rubric (evaluations or feedback reveal strengths in categories, but the grade is ââ¬Åmore than the sum of its parts)?

  • When is a good time to share a rubric with students? In what àkinds of activities might students review or apply rubrics?

  • Have you ever enlisted students in helping to create a rubric? What opportunities or challenges did you see?

  • What are some challenges or limitations of using rubrics or checklists for feedback? How can you design a rubric for best success?

Have an example or resource to share?ààSubmit through this link and we'll upload it after the conference:ààStill have questions?ààLeave a post it note on the table sign at the end of the Share-a-thon or email your questions toàstearns@gmu.eduàààADDITIONAL RESOURCES:àà
Stearns Center recommendations for further reading:

David Boud & Elizabeth Molloy (2013) Rethinking models of feedback for learning: the challenge of design, Assessment & Evaluation in Higher Education, 38:6, 698-712, DOI: 10.1080/02602938.2012.691462

To link to this article:à


David J. Nicol & Debra Macfarlaneââ¬ÂDick (2006) Formative assessment and selfââ¬Âregulated learning: a model and seven principles of good feedback practice, Studies in HigheràEducation, 31:2, 199-218, DOI: 10.1080/03075070600572090

Author Biographies

Facilitator: Lourdes Fernandez, George Mason University; Writing and Rhetoric Program

Lourdes Fernandezàserves as Assistant Director for Composition and teaches composition, advanced composition, and professional and technical writing. She is a PhD student in the Writing & Rhetoric program at George Mason University; her research interests include the rhetorics of institutional responses to public problems, program administration in non-traditional environments, and rhetorics of sexual assault.

Facilitator: Darlene Smucny, George Mason University

Darlene Smucny is the assistant director of Mason Online at George Mason University.