How do you design a rubric to measure learning outcomes for a training session?

1 Step 1: Identify the learning outcomes

The first step in designing a rubric is to identify the learning outcomes that you want your learners to achieve by the end of your training session. Learning outcomes are statements that describe what your learners will know, do, or value as a result of your training. They should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, a learning outcome for a training session on communication skills could be: "By the end of this session, learners will be able to demonstrate effective listening skills in a role-play scenario."

3 Step 3: Define the criteria

The third step is to define the criteria that you will use to measure the learning outcomes. Criteria are the aspects or dimensions of the learning outcome that you will evaluate and provide feedback on. They should be aligned with the learning objectives, the content, and the activities of your training session. They should also be clear, observable, and relevant to the learning outcome. For example, if your learning outcome is to demonstrate effective listening skills, some possible criteria could be: eye contact, paraphrasing, summarizing, and asking questions.

4 Step 4: Create the rating scale

The fourth step is to create the rating scale that you will use to assign a score or a level of performance for each criterion or for the learning outcome as a whole. A rating scale is a set of descriptors that indicate the quality or the degree of achievement of the learning outcome or the criteria. It can be numerical, such as 1 to 5, or qualitative, such as excellent, good, satisfactory, and poor. The rating scale should be consistent, objective, and meaningful. For example, if you use a numerical scale, you should define what each number means in terms of the learning outcome or the criteria.

5 Step 5: Write the descriptors

The fifth step is to write the descriptors that explain what each score or level of performance means for each criterion or for the learning outcome as a whole. Descriptors are statements that describe the characteristics or the evidence of the learning outcome or the criteria at each score or level of performance. They should be specific, measurable, observable, and aligned with the rating scale. They should also be differentiated, meaning that they should clearly show the differences between the scores or levels of performance. For example, a descriptor for eye contact at level 4 could be: "Maintains eye contact with the speaker most of the time and looks away appropriately."

6 Step 6: Review and refine the rubric

The final step is to review and refine the rubric to ensure that it is valid, reliable, and fair. Validity means that the rubric measures what it is intended to measure and aligns with the learning outcomes and the assessment method. Reliability means that the rubric produces consistent and accurate results and minimizes subjectivity and ambiguity. Fairness means that the rubric does not discriminate or disadvantage any learner and respects diversity and inclusion. You can review and refine your rubric by testing it on a sample of learners' work, asking for feedback from other trainers or experts, and making adjustments as needed.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?